Students' Perceptions of Authentic Assessment at National Open University

**Title: Students Perceptions of Authentic Assessment in National Open University** Authors: **Charity A. Okonkwo^1^** Faculty of Education National Open University of Nigeria [[cokonkwo\@noun.edu.ng]](mailto:[email protected]) **Godwin I. Akper^2^** Faculty of Arts National Open Universit...

**Title: Students Perceptions of Authentic Assessment in National Open University** Authors: **Charity A. Okonkwo^1^** Faculty of Education National Open University of Nigeria [[cokonkwo\@noun.edu.ng]](mailto:[email protected]) **Godwin I. Akper^2^** Faculty of Arts National Open University of Nigeria [[gakper\@noun.edu.ng]](mailto:[email protected]) **MaryRose C. Mbanefo^3^** Faculty of Education National Open University of Nigeria [[cmbanefo\@noun.edu.ng]](mailto:[email protected]) **Bibian Ugoala^4^** Faculty of Arts National Open University of Nigeria [[bugoala\@noun.edu.ng]](mailto:[email protected]) Abstract ======== This study investigates students\' perceptions of authentic assessment at the National Open University of Nigeria (NOUN). Authentic assessment, which emphasizes real-world tasks and applications, has gained traction as an alternative to traditional assessment methods in educational institutions worldwide. This research explores how students at NOUN perceive the alignment between their assessments and the learning outcomes of their courses, the relevance of these assessments to real-life situations, and the extent to which they believe these assessments prepare them for employability. Utilizing a survey research design, the study collected data from students across various faculties and study centers within NOUN. The findings reveal that while students generally perceive the assessments as moderately aligned with course objectives and somewhat relevant to real-life scenarios, there are significant gaps in transparency, student consultation, and the perceived fairness of the assessment process. These findings underscore the need for a more robust implementation of authentic assessment practices that not only enhance learning outcomes but also equip students with the necessary skills for the workforce. The study concludes with recommendations for policy reviews and the adoption of best practices to improve the effectiveness of authentic assessment at NOUN. Keywords -------- Authentic Assessment, Students' Perceptions, National Open University of Nigeria, Employability, Open and Distance Learning. **Background to the Study** The products of Open and Distance Learning (ODL hereafter) Universities whether single mode like NOUN or dual mode are supposed to be at par with the products of their conventional universities' counterparts in Nigeria. Since, except for their mode of admission and process of instructional delivery, the regulation and entry requirements are the same for all programmes of study in the universities in Nigeria. However, skepticism exist on the quality of graduates that are produced through the ODL route (Pityana, 2004; Biao, 2012). Existence of similarities between the conventional universities and the ODL modes, such as curricula of programmes, academic standards, and having the same regulatory bodies like National Universities Commission (NUC) and the various professional bodies, have not eroded the skeptism of many as regards standards in ODL institutions. Beyond the skepticism is the perceived inadequate enhancement of employability skills of Nigerian universities' graduates of ODL and conventional systems. Stemming from this, the problem of this study therefore is not only that of social acceptance of ODL products, but the development of employability skills in NOUN ODL graduates. Because ODL had proved itself as an educational option globally that can no more be ignored in the African scene (Biao, 2012) due to concerted efforts to enhance the quality and quantity of the process and products of ODL globally at various levels. In Nigeria, the collaborative efforts between universities and government through regulatory bodies based on modalities of working together designed appropriate policy (NUC, 2009) that gave recognition to ODL products. Moreover, study by Ogundele and Udokang (2014) supported no difference in the products of conventional and ODL universities in Nigeria. **Statement of the Problem** The quality of NOUN products with reference to their conventional counterpart is no longer the global concern but employability of the products. For NOUN products to be employable, NOUN has to re-engineer the assessment system to accommodate the use of Authentic Assessment and the associated appropriate Rubrics (Mueller, 2006) in the assessment processes. Additionally, employers expect students to have well developed employability skills so that they can make immediate contribution to the workplace when recruited (Mba, 2018:119). Authentic Assessment procedures can be used to deploy employability skills (Husam and Abraham, 2019) and is also possible to inculcate that in NOUN products through engineered assessment. To achieve that, NOUN ODL practitioners are to be equipped in designing Authentic Assessment activities as recommended by Mba (2018); Miller and Konstantinou (2021). Hence, this study intends to assess NOUN stakeholders' readiness for the deployment of Authentic Assessment needed for employability skills---the current global concern. Therefore, this study is in two parts: 1\. Assessment of Students Perceptions of Authentic Assessment in National Open University of Nigeria 2\. Exploration of National Open University of Nigeria Students Perception of their Employability Skills The results of these two studies would give rise to determination of National Open University of Nigeria Stakeholders' Readiness for Deployment of Authentic Assessment for Graduates' Employability: An Empirical Study. **Research Objectives** The major objective of this study is to assess NOUN stakeholders' readiness for the deployment of Authentic Assessment for employability skills. This is necessary because authentic assessment is needed to improve the quality of NOUN products, and to serve as a process of enhancement of employability skills through assessment for learning. To achieve this, the study aims to assess the NOUN students' perceptions on the Authentic Assessment Apt Courses already offered in NOUN as well as their perceptions on their employability skills. Specifically, this first study seeks to: 1. Examine the assessment approaches being used in the NOUN for the assessment of practical related courses that are more apt to Authentic Assessment such as SIWES, Practicum, Seminars, Teaching Practice, Micro Teaching, Projects, Science Practical, and Project. 2. Determine the extent to which the identified Authentic Assessment apt courses components of assessment are being assessed with respect to: Congruence with planned learning; Authenticity; Students Consultation; Transparency; and Students Capabilities which together give rise to authentic assessment if adequately implemented and sustained. Thus, the research questions to guide this study are on the perceptions of students about assessment practices of the identified Authentic Assessment apt courses -- SIWES, Practicum, Seminar, Teaching Practice, Micro Teaching, Science Practical and Projects in NOUN. **Research Questions** 1\. How do NOUN students perceive the alignment between assessment tasks and the learning outcomes of their authentic assessment apt courses? 2\. To what extent do NOUN students perceive that the assessment tasks of the authentic assessment apt courses are useful for everyday life and relevant to their experiences outside school? 3\. To what extent do NOUN students feel they are informed about the type of assessment being used for the AA apt courses in their departments? 4. How transparent do NOUN students find the assessment processes and the marking criteria for their authentic assessment apt courses? 5\. How do NOUN students perceive the assessment tasks in terms of their ability with respect to sufficient time, appropriateness of assessment options and support to demonstrate their learning effectively for their authentic assessment apt courses? **Scope of the study** The NOUN at present has about 103 Study Centres spread across the six (6) geographical zones of Nigeria; and has at least one Study Centre located in each of the thirty-six states capitals and the Federal Capital Territory. Some states have community and special study centres in addition to the state capital's study centre. Additionally, NOUN has eight faculties, 38 departments with population of over 35,000 active students. The sample for the study was drawn from eleven state study centres spread in three geopolitical zones out of the six geopolitical zones in Nigeria. **Significance of the study** The significance of the study will lead to: - Proposing policy review on assessment forms in the NOUN and dual-mode Nigerian universities generally. - The realization that Authentic Assessment practices are veritable alternative assessment forms to the structured traditional forms already in use in the NOUN and dual-mode Nigerian universities especially for the Authentic Assessment apt courses already offered in the university. - Adapting Authentic Assessment as a more ODL oriented assessment forms suitable for enhanced Employability Skills for NOUN graduates and other dual-mode Nigerian universities. **Literature Review** ***Authentic Assessment: Concept and Importance*** **Authentic Assessment, a form of evaluation that emphasizes real-world challenges and standards of performance, has gained significant attention in educational research (Mueller, 2006). Unlike traditional assessment that often focus on rote memorization and recall, authentic assessments require students to apply knowledge in practice, meaningful contexts, mirroring the complexities they will face in professional environments (Gulikers, Bastiaens, & Kirchner, 2004). This form of assessment is especially pertinent in the context of employability, as it bridges the gap between academic learning and workplace demands (Wiggins, 1990). Despite these clear and accurate description of the concept of authentic assessment and its importance in the learning process, the area of how it is practiced at the NOUN is not addressed, therefore, suggesting further research to bridge this gap.** ***Authentic Assessment in Open and Distance Learning*** **In the realm of ODL, the integration of authentic assessment is both a challenge and a necessity. ODL environments, such as NOUN is, often struggle with ensuring that students not only acquire theoretical knowledge but also develop practical skills than can be directly applied in the workplace (Simpson, 2018). Authentic assessment in ODL has been projected as a veritable alternative to traditional assessments in that it has the potentials of transforming education in the 21^st^ century when practical skills are needed more than the theoretical skills. This is because authentic assessment operates on hands-on principle. It seeks to integrate workplace scenario to the workshop/classroom learning process, thereby, preparing would-be graduates for the workplace (Reeves, Herrington, & Oliver, 2002). But how do NOUN students perceive authentic assessment as regards its effectiveness in preparing them for employability? This is a gap that this research work seeks to bridge.** ***Students' Perception of Assessments Methods*** **Students' perception of assessment methods plays a crucial role in the effectiveness of the assessment process. The willingness to participate in the assessments process and their ability to learn from the tasks assigned to them depends largely on their perception of its reliability, validity, and usefulness (Akper & Okonkwo, 2021). Researchers argue that when students perceive assessments as relevant and closely aligned with real-world tasks, their engagement and motivation to learn are significantly enhanced (Boud & Falchikov, 2006). This is on one hand. On the other hand, if students perceive assessment tasks as irrelevant to their learning interests, this are most likely not to be interested in performing the tasks leading to poor outcomes or discission to discontinue the learning process (Struyven, Dochy, & Janssens, 2005).** **In NOUN, it is therefore important to assess how students perceive authentic assessments and how these perceptions influence their learning experiences and outcomes. Previous studies in similar contexts have discovered that while students may initially resist authentic assessments methods due to their unfamiliarity, they often come to later appreciate the enormous importance of this assessment model for their future job interests (Gulikers, Bastianens & Kirschner, 2004). Exploring NOUN students' perception of authentic assessment is vital for the successful implementation of the assessment model in the Nigerian context. This present work seeks to do this.** **Methodology** Research Design The study employed a survey research design which consist of quantitative approach due to financial and time constraint to use qualitative approach in gather and analysing data from the large population. Limited by these constrains, quantitative approach becomes the most appropriate procedure to give credence to the study with the budget and time frame. Population The population comprised all students of NOUN at all levels, in the eight faculties and from the eleven Study Centres located in three Geographical zones in Nigeria (North Central, South South and Southeast). The choice of all levels of students was to give the researchers their in-depth perspectives of their experiences in the wide range of authentic assessment practices in NOUN at the different level of their undergraduate studies as well as their postgraduate studies while getting ready for the world of work, employability. Sample / Sampling Techniques The sample for the study was drawn from the target population using stratified random sampling techniques. That is, the NOUN students were drawn from the study centres from the three geopolitical zones of Nigeria already identified by using stratified random sampling techniques base on the students' strength in the various study centres and the faculties. Instrument for Data Collection There was questionnaire for all categories of participants in the study -- the students, from the various faculties. The instrument (questionnaire) was structured and close-ended questionnaire. The Likert type instrument items were rated as 5 = Strongly Agree; 4 = Agree; 3 = Neutral; 2 = Disagree; 1 = Strongly Disagree and 0 = Never. All the items were positive statements based on Congruence with planned learning (5 items); Authenticity (6 Items); Students Consultation (4 items); Transparency (5 items); and Students Capabilities (4 items). These items were adapted from various sources on Authentic Assessment and tailored to suit the present study. To answer a research question about the level of perception by the participants, the 6-Points of Class Intervals for Interpreting composite scores using mean adapted from Alkaharusi (2022) was deployed. The process involves the determination and use of boundaries of each response in the 6-Points Likert Scale from 0 to 5, calculated by dividing the serial width 5 (5-0) by the number of responses 6 (Never, Strongly Disagree, Disagree, Neutral, Agree and Strongly Agree) and was found to be 0.83. This value is used to interpret the mean values. Thus, depending on this calculation, the accepted boundaries fr each response to the Research Questions are as presented below: Table A: 6 Points Scale of Class Intervals for the Interpreting Composite Scores using **Numerical Value** **Mean Range** **Descriptive Scale** --------------------- ---------------- ----------------------- 0 0 - 0.82 No Perception 1 0.83 - 1.66 Poor Perception 2 1.67 - 2.50 Fair Perception 3 2.51 - 3.34 Moderate Perception 4 3.35 - 4.17 Good Perception 5 4.18 - 5.00 Excellent Perception Validation of Instrument for Data Collection. The instruments were validated before use to ensure that they align with the research questions using data collected from a pilot study. The reliability of the questionnaires was evaluated by subjecting the data to internal consistency/reliability measures using Cronbach alpha reliability coefficient for all the variables and was found to be respectively: SIWES (.958); Practicum (.940); Seminar (.961); Teaching Practice (.961); Micro Teaching (.965); Science Practicals (.951) and Project (.957). Hence, the instrument was highly reliable and very meaningful for the study. Data Collection Procedure The questionnaire was administered by the researchers within four weeks duration of the second semester 2023\_1 Pen on Paper Examinations at the randomly drawn Study Centres drawn from the target population. This period was used because that was the period to capture active students of NOUN in large numbers as they come in for their semester registrations and examinations. This approach was informed by the researcher experience during the pilot study phase in which Google form was used to administer the Questionnaire, but the response was not encouraging. Data Analyses Procedures The structured close-ended questionnaires were analysed, tabulated, and interpreted using the descriptive statistics like rank, and weighted mean for presentation and demonstration of the results for the various participants. These painstakingly organized and interpreted data were sufficient to describe the 'what' and 'why' of assessment and to determine the meaningfulness and current practices of assessment in NOUN especially for the Authentic Assessment apt courses that enhances employability skills. **Results** Results of all the Authentic Assessment Apt Courses are presented and interpreted Course by Course, Research Question by Research Question. However, the research questions would no longer be restated to avoid redundancy in the report. That is, the earlier stated research questions would be sufficient for this report. a. **Authentic Assessment Apt Course - SIWES** **Table 1: Demographic Information for Students' SIWES Participants** **S/No** **Category** **Level** **Frequency** **Percentage** ---------- ------------------------------------------------- ---------------------------------- --------------- ---------------- 1 Faculty Faculty of Agricultural Sciences 18 1.5 Faculty of Arts 16 1.3 Faculty of Education 133 11.1 Faculty of Sciences 229 19.1 Faculty of Health Sciences 100 8.3 Faculty of Management Sciences 333 27.7 Faculty of Social Sciences 373 31.0 **Total** **1202** **100.0** 2 Level of Study No response 1200 99.8 700 level 2.2 **Total** **1202** **100.0** 3 Gender Prefer not to say 1200 99.8 Female 2.2 Total 1202 100.0 4 Highest Academic Qualification before Admission No response 1200 99.8 Graduates 1.1 Postgraduate Diploma 1.1 **Total** **1202** **100.0** 5 Academic Programme of Study No response 1200 99.8 Postgraduate Diploma 2.2 **Total** **1202** **100.0** 6 Study Centre No Response 353 29.4 Abuja Model Study Centre 149 12.4 Awka Study Centre 27 2.2 Enugu Study Centre 37 3.1 Jos Study Centre 93 7.7 Lafia Study Centre 127 10.6 Lokoja Study Centre 91 7.6 Makurdi Study Centre 58 4.8 NIS Gwagwalada Study Centre 31 2.6 Port Harcourt Study Centre 113 9.4 Uyo Study Centre 94 7.8 Wuse II Study Centre 29 2.4 **Total** **1202** **100.0** Table 1 shows the demographic information of the participants who participated in the SIWES Authentic Assessment apt course as well as in this study. **Table 2: SIWES Authentic Assessment Apt Course Study Results** **Authentic Assessment Apt Course -- A. SIWES** **Descriptive Statistics and Decision** ------------------------------------------------- --------------------------------------------------------------------------------- ---------- -------------------- ------------------------- ---------- --- **a. Congruence with planned learning** **N** **Mean** **Std. Deviation** **Descriptive Value** **Rank** 1 My assessment in my department tests what I memorize. 1202 3.0358 1.54787 Moderate 2 2 My assessment in my department tests what I understand. 1202 3.0341 1.61838 Moderate 3 3 My assessments are about what I have done in the course. 1202 3.1048 1.71120 Moderate 1 4 How I am assessed is similar to what I do in the course. 1202 3.0150 1.76555 Moderate 4 5 I am assessed on what the course materials and the facilitators have taught me. 1202 2.8993 1.76014 Moderate 5 **Result and Decision** **3.0178** **Moderate Perception** Research Question 1 on Congruence with planned Learning: The result shows that the students perception SIWES with respect to congruence on planned leaning Moderate Perception. The highest mean score was 3.1048 and the least mean score was 2.8993. **b. Authenticity** **N** **Mean** **Std. Deviation** **Descriptive Value** **Rank** --------------------- ------------------------------------------------------------------------------------------ ---------- -------------------- ------------------------- ---------- --- 1 I am asked to apply my learning to real life situations. 1202 3.1522 1.70104 Moderate 3 2 My department assessment tasks are useful for everyday life. 1202 3.0807 1.70691 Moderate 4 3 I find my department assessment tasks to be relevant to what I do outside of school. 1202 3.0724 1.67777 Moderate 6 4 Assessment in my department tests my ability to apply what I know to real-life problems. 1202 3.1730 1.62772 Moderate 2 5 Assessments in my department examines my ability to answer everyday questions. 1202 3.0740 1.66174 Moderate 5 6 I can show others that my learning has helped me do somethings. 1202 3.2055 1.72368 Moderate 1 **Result and Decision** **3.1263** **Moderate Perception** Research Question 2 on Authenticity: The participants also rated all the items on Authenticity as **Moderate Perception**. The highest mean score was 3.2055 while the least mean score was 3.0724. **c. Student Consultation** **N** **Mean** **Std. Deviation** **Descriptive Value** **Rank** ----------------------------- --------------------------------------------------------------------------------- ---------- -------------------- ------------------------- ---------- --- 1 In my department I am clear about the type of assessment being used. 1202 2.8602 1.76762 Moderate 1 2 I am aware how my assessment will be marked. 1202 2.6082 1.80074 Moderate 2 3 My facilitators have explained to me how each type of assessment is to be used. 1202 2.5333 1.85556 Moderate 3 4 I can have a say in how I will be assessed in my department. 1202 2.1281 1.81864 Fair 4 **Result and Decision** **2.5325** **Moderate Perception** Research Question 3 on Students Consultation: For Students Consultation, three out of the four items were rated Average while the remaining item was rated as Fair. The highest mean score was 2.8602 and the least mean score was 2.1281. But the overall perception was Moderate Perception. **d. Transparency** **N** **Mean** **Std. Deviation** **Descriptive Value** **Rank** --------------------- --------------------------------------------------------------------- ---------- -------------------- ----------------------- ---------- --- 1 I understand what is needed in all my department assessment tasks. 1202 2.2962 1.87151 Fair 1 2 I am told in advance when I am being assessed. 1202 2.2329 1.85457 Fair 3 3 I am told in advance on what I am being assessed. 1202 2.1764 1.89055 Fair 5 4 I am clear about what my facilitators wants in my assessment tasks. 1202 2.2554 1.89978 Fair 2 5 I know how each particular assessment tasks will be marked. 1202 2.1830 1.90397 Fair 4 **Result and Decision** **1202** **2.2288** **Fair Perception** Research Question 4 on Transparency: All the items on Transparency were rated Fair Perception. The highest mean score was 2.2962 and the least mean score was 2.1764. **e. Students Capabilities** **N** **Mean** **Std. Deviation** **Descriptive Value** **Rank** ------------------------------ ----------------------------------------------------------------------------------- ---------- -------------------- ----------------------- ---------- --- 1 I can complete the assessment tasks by the given time. 1202 2.5291 1.96546 Moderate 1 2 I am give a choice of the assessment tasks. 1202 2.2246 1.89775 Fair 3 3 I am given assessment tasks that suit my ability. 1202 2.3111 1.94847 Fair 2 4 When I am confused about an assessment task, I am given another way to answer it. 1202 2.1291 1.82551 Fair 4 **Result and Decision** **2.2985** **Fair Perception** Research Question 5 on Students Capabilities: Three out of the four items on Students Capabilities were rated as Fair while the remaining item was rated as Average. The highest mean score was 2.5291 while the least mean score was 2.1291. Hence, the overall perception was Fair **b. Authentic Assessment Apt Course 2 - PRACTICUM** **Table 3: Demographic Information for Students' PRCTICUM Participants** **S/No** **Category** **Level** **Frequency** **Percentage** ---------- ------------------------------------------------- --------------------------------- --------------- ---------------- 1 Faculty Faculty of Education 123 24.5 Faculty of Health Sciences 379 75.5 **Total** **502** **100.0** 2 Level of Study No response 4.8 200 level 7 1.4 300 level 106 21.1 400 level 113 22.5 500 level 108 21.5 700 level 23 4.6 800 level 141 28.1 **Total** **502** **100.0** 3 Gender Prefer not to say 6 1.2 Male 160 31.9 Female 336 66.9 **Total** **502** **100.0** 4 Highest Academic Qualification before Admission No response 16 3.2 0\' Level 50 10.0 Undegraduate Diplomas 277 55.2 Graduates 138 27.5 Postgraduate Diplomas 16 3.2 Masters 5 1.0 **Total** **502** **100.0** 5 Academic Programme of Study No response 13 2.6 Undergraduate Degree Programme 327 65.1 Postgraduate Diploma Programmes 19 3.8 Masters' Degree Programme 143 28.5 **Total** **502** **100.0** 6 Study Centre Abuja Model Study Centre 39 7.8 Awka Study Centre 21 4.2 Enugu Study Centre 19 3.8 Jos Study Centre 7 1.4 Lafia Study Centre 112 22.3 Lokoja Study Centre 31 6.2 Makurdi Study Centre 18 3.6 NIS Gwagwala Study Centre 22 4.4 Port Harcourt Study Centre 46 9.2 Uyo Study Centre 178 35.5 Wuse II Study Centre 9 1.8 **Total** **502** **100.0** Table 3 shows the demographic information of the participants who participated in the PRACTICUM Authentic Assessment apt course as well as in this study. **Table 4: PRACTICUM Authentic Assessment Apt Course Study Results** **Authentic Assessment Apt Course -- B. PRACTICUM** **Descriptive Statistics and Decision** ----------------------------------------------------- --------------------------------------------------------------------------------- ---------- -------------------- ----------------------- ---------- --- **Congruence with planned learning** **N** **Mean** **Std. Deviation** **Descriptive Value** **Rank** 1 My assessment in my department tests what I memorize. 502 3.4861 1.44314 Good 4 2 My assessment in my department tests what I understand. 502 3.4641 1.47559 Good 5 3 My assessments are about what I have done in the course. 502 3.7769 1.43732 Good 2 4 How I am assessed is similar to what I do in the course. 502 3.8048 1.57124 Good 1 5 I am assessed on what the course materials and the facilitators have taught me. 502 3.6614 1.48474 Good 3 **Result and Decision** **3.6387** **Good Perception** Research Question 1 on Congruence with Planned Learning: All the items on Congruence with Planned Learning were rated Good Perception. The highest mean score was 3.8048 while the least mean score was 3.4641. **Authenticity** **N** **Mean** **Std. Deviation** **Descriptive Value** **Rank** ------------------ ------------------------------------------------------------------------------------------ ---------- -------------------- ----------------------- ---------- --- 1 I am asked to apply my learning to real life situations. 502 3.9084 1.59326 Good 2 2 My department assessment tasks are useful for everyday life. 502 3.7849 1.40910 Good 3 3 I find my department assessment tasks to be relevant to what I do outside of school. 502 3.6773 1.44750 Good 5 4 Assessment in my department tests my ability to apply what I know to real-life problems. 502 4.0100 1.48105 Good 1 5 Assessments in my department examines my ability to answer everyday questions. 502 3.6713 1.46603 Good 6 6 I can show others that my learning has helped me do somethings. 502 3.7211 1.45248 Good 4 **Result and Decision** **2.7955** **Good Perception** Research Question 2 on Authenticity: All the six items on Authenticity were rated Good Perception by the participants. The highest mean score was 4.0100 while the least mean score was 3.6713. **Students Consultation** **N** **Mean** **Std. Deviation** **Descriptive Value** **Rank** --------------------------- --------------------------------------------------------------------------------- ---------- -------------------- ------------------------- ---------- --- 1 In my department I am clear about the type of assessment being used. 502 3.4203 1.49404 Moderate 1 2 I am aware how my assessment will be marked. 502 3.2291 1.66126 Moderate 3 3 My facilitators have explained to me how each type of assessment is to be used. 502 3.3566 1.58660 Good 2 4 I can have a say in how I will be assessed in my department. 502 2.8964 1.57362 Moderate 4 **Result and Decision** **3.2256** **Moderate Perception** Research Question 3 on Students Consultation: Three items on Students Consultation were rated Moderate Perception while an item was rated Good. The highest mean score was 3.4203 and the least mean score was 2.8964. The overall rating was Moderate Perception. **Transparency** **N** **Mean** **Std. Deviation** **Descriptive Value** **Rank** ------------------ --------------------------------------------------------------------- ---------- -------------------- ------------------------- ---------- --- 1 I understand what is needed in all my department assessment tasks. 502 3.4024 1.56860 Good 2 2 I am told in advance when I am being assessed. 502 3.0120 1.61945 Moderate 5 3 I am told in advance on what I am being assessed. 502 3.1355 1.66614 Moderate 4 4 I am clear about what my facilitators wants in my assessment tasks. 502 3.5159 1.67247 Good 1 5 I know how each particular assessment tasks will be marked. 502 3.2450 1.79424 Moderate 3 **Result and Decision** **3.2622** **Moderate Perception** Research Question 4 on Transparency: Two item on Transparency were rated Good. The other three items were rated Average. The highest mean score was 3.5159 and the least mean score was 3.0120. The overall rating was Moderate Perception. **e. Students Capabilities** **N** **Mean** **Std. Deviation** **Descriptive Value** **Rank** ------------------------------ ----------------------------------------------------------------------------------- ---------- -------------------- ------------------------- ---------- --- 1 I can complete the assessment tasks by the given time. 502 3.8785 1.65701 Good 1 2 I am give a choice of the assessment tasks. 502 3.1315 1.61907 Moderate 3 3 I am given assessment tasks that suit my ability. 502 3.2490 1.63169 Moderate 2 4 When I am confused about an assessment task, I am given another way to answer it. 502 2.9661 1.67190 Moderate 4 **Result and Decision** **502** **3.3063** **Moderate Perception** Research Question 5 on Students Capabilities: Only one item was rated Good on Students Capabilities while three items were rated Average. The highest mean score was 3.8785 while the least mean score was 2.9661. The overall rating was Moderate Perception. **c. Authentic Assessment Apt Course 3 - SEMINAR** **Table 5: Demographic Information for Students' SEMINAR Participants** **S/No** **Category** **Level** **Frequency** **Percentage** ---------- ------------------------------------------------- ---------------------------------- --------------- ---------------- 1 Faculty Faculty of Agricultural Sciences 18 1.7 Faculty of Arts 18 1.7 Faculty of Education 168 15.5 Faculty of Law 8.7 Faculty of Sciences 172 15.9 Faculty of Health Sciences 342 31.5 Faculty of Management Sciences 359 33.1 **Total** **1085** **100.0** 2 Level of Study No response 26 2.4 100 Level 19 1.8 200 Level 33 3.0 300 Level 273 25.2 400 Level 354 32.6 500 level 103 9.5 700 Level 49 4.5 800 Level 228 21.0 **Total** **1085** **100.0** 3 Gender Prefer not to say 16 1.5 Male 443 40.8 Female 626 57.7 **Total** **1085** **100.0** 4 Highest Academic Qualification before Admission No response 76 7.0 O\' Level 250 23.0 Undergraduate Diploma 450 41.5 Graduates 263 24.2 Postgraduate Diploma 36 3.3 Masters 10.9 **Total** **1085** **100.0** 5 Academic Programme of Study No Response 60 5.5 Undergraduate Degree Programme 752 69.3 Postgraduate Diploma 44 4.1 Masters' Degree Programme 229 21.1 **Total** **1085** **100.0** 6 Study Centre Abuja Model Study Centre 254 23.4 Awka Study Centre 37 3.4 Enugu Study Centre 52 4.8 Jos Study Centre 48 4.4 Lafia Study Centre 193 17.8 Lokoja Study Centre 104 9.6 Makurdi Study Centre 40 3.7 NIS Gwagwalada Study Centre 23 2.1 Port Harcourt Study Centre 72 6.6 Uyo Study Centre 221 20.4 WuseII Study Centre 41 3.8 **Total** **1085** **100.0** Table 5 shows the demographic information of the participants who participated in the SEMINAR Authentic Assessment apt course as well as in this study. **Table 6: SEMINAR Authentic Assessment Apt Course Results** **Authentic Assessment Apt Course -- C. SEMINAR** **Descriptive Statistics and Decision** --------------------------------------------------- --------------------------------------------------------------------------------- ---------- -------------------- ------------------------- ---------- --- **a. Congruence with planned learning** **N** **Mean** **Std. Deviation** **Descriptive Value** **Rank** 1 My assessment in my department tests what I memorize. 1085 2.9465 1.78061 Moderate 4 2 My assessment in my department tests what I understand. 1085 2.9576 1.83650 Moderate 3 3 My assessments are about what I have done in the course. 1085 3.0811 1.88529 Moderate 1 4 How I am assessed is similar to what I do in the course. 1085 3.0783 1.90608 Moderate 2 5 I am assessed on what the course materials and the facilitators have taught me. 1085 2.8857 1.90160 Moderate 5 **Result and Decision** **2.9898** **Moderate Perception** Research Question 1 on Congruence with Planned Learning: All the items on Congruence with Planned Learning for Seminar were rated Moderate Perception. The highest mean score was 3.0811 while the least score was 2.8857. **b. Authenticity** **N** **Mean** **Std. Deviation** **Descriptive Value** **Rank** --------------------- ------------------------------------------------------------------------------------------ ---------- -------------------- ------------------------- ---------- --- 1 I am asked to apply my learning to real life situations. 1085 3.0618 1.93979 Moderate 4 2 My department assessment tasks are useful for everyday life. 1085 3.0599 1.86072 Moderate 5 3 I find my department assessment tasks to be relevant to what I do outside of school. 1085 2.9724 1.85776 Moderate 6 4 Assessment in my department tests my ability to apply what I know to real-life problems. 1085 3.1419 1.91954 Moderate 2 5 Assessments in my department examines my ability to answer everyday questions. 1085 3.1226 1.81443 Moderate 3 6 I can show others that my learning has helped me do somethings. 1085 3.1871 1.85623 Moderate 1 **Result and Decision** **3.0910** **Moderate Perception** Research Question 2 on Authenticity: All the items on Authenticity for Seminar were rated Moderate Perception. The highest mean score was 3.1871 while the least mean score was 2.9724. **c. Students Consultation** **N** **Mean** **Std. Deviation** **Descriptive Value** **Rank** ------------------------------ --------------------------------------------------------------------------------- ---------- -------------------- ------------------------- ---------- --- 1 In my department I am clear about the type of assessment being used. 1085 2.6645 1.86487 Moderate 2 2 I am aware how my assessment will be marked. 1085 2.5742 1.84882 Moderate 3 3 My facilitators have explained to me how each type of assessment is to be used. 1085 2.5032 1.90679 Moderate 4 4 I can have a say in how I will be assessed in my department. 1085 2.7318 1.91300 Moderate 1 **Result and Decision** **2.6184** **Moderate Perception** Research Question 3 on Students Consultation: All the items on Students Consultation were rated Moderate Perception. The highest mean score was 2.7318 while the least mean score was 2.5032. **d. Transparency** **N** **Mean** **Std. Deviation** **Descriptive Value** **Rank** --------------------- --------------------------------------------------------------------- ---------- -------------------- ------------------------- ---------- --- 1 I understand what is needed in all my department assessment tasks. 1085 2.6645 1.86487 Moderate 2 2 I am told in advance when I am being assessed. 1085 2.5742 1.84882 Moderate 3 3 I am told in advance on what I am being assessed. 1085 2.5032 1.90679 Moderate 5 4 I am clear about what my facilitators wants in my assessment tasks. 1085 2.7318 1.91300 Moderate 1 5 I know how each particular assessment tasks will be marked. 1085 2.5594 1.95744 Moderate 4 **Result and Decision** **2.6066** **Moderate Perception** Research Question 4 on Transparency: All the items on Transparency with respect to Seminar as Authentic Assessment course were rated Moderate Perception. The highest mean score is 2.7318 and the least mean score is 2.5032. **e. Students Capabilities** **N** **Mean** **Std. Deviation** **Descriptive Value** **Rank** ------------------------------ ----------------------------------------------------------------------------------- ---------- -------------------- ------------------------- ---------- --- 1 I can complete the assessment tasks by the given time. 1085 2.8544 1.98959 Moderate 1 2 I am give a choice of the assessment tasks. 1085 2.5438 1.88046 Moderate 3 3 I am given assessment tasks that suit my ability. 1085 2.6525 1.92191 Moderate 2 4 When I am confused about an assessment task, I am given another way to answer it. 1085 2.5051 1.87359 Moderate 4 **Result and Decision** **2.6390** **Moderate Perception** Research Question 5 on Students Capabilities: All the items on Students Capabilities were rated Moderate Perception. The highest mean score is 2.8544 while the least mean score is 2.5051. **d. Authentic Assessment Apt Course 4 -- TEACHING PRACTICE** **Table 7: Demographic Information for Students' TEACHING PRACTICE** **Participants** **S/No** **Category** **Level** **Frequency** **Percentage** ---------- ------------------------------------------------- -------------------------------- --------------- ---------------- 1 Faculty Faculty of Education 242 100.0 2 Level of Study No response 6 2.5 200 level 6 2.5 300 level 79 32.6 400 level 82 33.9 700 level 39 16.1 800 level 30 12.4 **Total** **242** **100.0** 3 Gender Prefer not to say 9 3.7 Male 63 26.0 Female 170 70.2 **Total** **242** **100.0** 4 Highest Academic Qualification before Admission No response 6 2.5 O\' Level 87 36.0 Undergraduate Diploma 81 33.5 Graduates 50 20.7 Postgraduate Diploma 15 6.2 Masters 3 1.2 **Total** **242** **100.0** 5 Academic Programme of Study No response 10 4.1 Undergraduate Degree Programme 166 68.6 Postgraduate Diploma 36 14.9 Masters' Degree Programme 30 12.4 **Total** **242** **100.0** 6 Study Centre Abuja Model Study Centre 21 8.7 Awka Study Centre 15 6.2 Enugu Study Centre 17 7.0 Jos Study Centre 7 2.9 Lafia Study Centre 19 7.9 Lokoja Study Centre 21 8.7 Makurdi Study Centre 12 5.0 NIS Gwagwalada Study Centre 14 5.8 Port Harcourt Study Centre 25 10.3 Uyo Study Centre 85 35.1 Wuse II Study Centre 6 2.5 **Total** **242** **100.0** Table 7 shows the demographic information of the participants who participated in the TEACHING PRACTICE Authentic Assessment apt course as well as in this study. **Table 8: TEACHING PRACTICE Authentic Assessment Apt Course Study Results** **Authentic Assessment Apt Course -- D. TEACHING PRACTICE** **Descriptive Statistics and Decision** ------------------------------------------------------------- --------------------------------------------------------------------------------- ---------- -------------------- ------------------------- ---------- --- **a. Congruence with Planned Learning** **N** **Mean** **Std. Deviation** **Descriptive Value** **Rank** 1 My assessment in my department tests what I memorize. 242 3.2231 1.62699 Moderate 3 2 My assessment in my department tests what I understand. 242 3.1694 1.74524 Moderate 5 3 My assessments are about what I have done in the course. 242 3.3430 1.77176 Moderate 2 4 How I am assessed is similar to what I do in the course. 242 3.3967 1.78039 Good 1 5 I am assessed on what the course materials and the facilitators have taught me. 242 3.1818 1.87581 Moderate 4 **Result and Decision** **3.2628** **Moderate Perception** Research Question 1 on Congruence with planned Learning: Four out of five items on the Congruence with Planned Learning were rated Moderate Perception. The highest mean score is 3.3967 and the least mean score is 3.1694. The overall rating falls back to Moderate Perception. **b. Authenticity** **N** **Mean** **Std. Deviation** **Descriptive Value** **Rank** --------------------- ------------------------------------------------------------------------------------------ ---------- -------------------- ----------------------- ---------- --- 1 I am asked to apply my learning to real life situations. 242 3.5165 1.71935 Good 2 2 My department assessment tasks are useful for everyday life. 242 3.4421 1.73766 Good 5 3 I find my department assessment tasks to be relevant to what I do outside of school. 242 3.3884 1.73742 Good 6 4 Assessment in my department tests my ability to apply what I know to real-life problems. 242 3.4793 1.76691 Good 3 5 Assessments in my department examines my ability to answer everyday questions. 242 3.4793 1.76926 Good 3 6 I can show others that my learning has helped me do some things. 242 3.6694 1.73511 Good 1 **Result and Decision** **3.4958** **Good Perception** Research Question 2 on Authenticity: All the items on Authenticity aspect of the Teaching Practice as Authentic Assessment apt course were rated as Good Perception. The highest mean score is 3.6694 and the least mean score is 3.3884. **c. Students Consultation** **N** **Mean** **Std. Deviation** **Descriptive Value** **Rank** ------------------------------ --------------------------------------------------------------------------------- ---------- -------------------- ------------------------- ---------- --- 1 In my department I am clear about the type of assessment being used. 242 3.3058 1.71565 Moderate 1 2 I am aware how my assessment will be marked. 242 2.9504 1.78212 Moderate 3 3 My facilitators have explained to me how each type of assessment is to be used. 242 3.0124 1.82077 Moderate 2 4 I can have a say in how I will be assessed in my department. 242 2.7686 1.77470 Moderate 4 **Result and Decision** **3.0093** **Moderate Perception** Research Question 3 on Students Consultation: All the items on Students Consultations were rated Moderate Perception. The highest score was 3.3058 and the least score was 2.7686. **d. Transparency** **N** **Mean** **Std. Deviation** **Descriptive Value** **Rank** --------------------- --------------------------------------------------------------------- ---------- -------------------- ------------------------- ---------- --- 1 I understand what is needed in all my department assessment tasks. 242 3.1529 1.70834 Moderate 1 2 I am told in advance when I am being assessed. 242 3.1116 1.74991 Moderate 3 3 I am told in advance on what I am being assessed. 242 2.9256 1.86323 Moderate 4 4 I am clear about what my facilitators wants in my assessment tasks. 242 3.1322 1.72818 Moderate 2 5 I know how each particular assessment tasks will be marked. 242 2.8926 1.79118 Moderate 5 **Result and Decision** **3.0430** **Moderate Perception** Research Question 4 on Transparency: All items on Transparency were rated Moderate Perception. The highest score was 3.1529 while the least score was 2.8926 **e. Students Capabilities** **N** **Mean** **Std. Deviation** **Descriptive Value** **Rank** ------------------------------ ----------------------------------------------------------------------------------- ---------- -------------------- ------------------------- ---------- --- 1 I can complete the assessment tasks by the given time. 242 3.3347 1.70171 Moderate 1 2 I am give a choice of the assessment tasks. 242 2.9711 1.79533 Moderate 4 3 I am given assessment tasks that suit my ability. 242 3.1488 1.80668 Moderate 2 4 When I am confused about an assessment task, I am given another way to answer it. 242 2.8471 1.80288 Moderate 3 **Result and Decision** **3.0754** **Moderate Perception** Research Question 5 on Students Capabilities: Also, all the items on Students Capabilities were rated Moderate Perception. Whereas, the highest mean score was 3.3347 and the least mean score was 2.9711. e\. Authentic Assessment Apt Course 5 - MICRO TEACHING **Table 9: Demographic Information for Students' MICRO TEACHING participants** **S/No** **Category** **Level** **Frequency** **Percentage** ---------- --------------------------------------------- ---------------------------------------------- --------------- ---------------- 1 Faculty Faculty of Education 182 100.0 2 Level of Study No response 4 2.2 100 level 1.5 200 level 5 2.7 300 level 49 26.9 400 level 75 41.2 700 level 22 12.1 800 level 26 14.3 **Total** **182** **100.0** 3 Gender Prefer Not to Say 5 2.7 Male 53 29.1 Female 124 68.1 **Total** **182** **100.0** 4 Highest Academic Qualification on Admission No response 6 3.3 O\' Level 61 33.5 Undergraduate Diploma Levels 68 37.4 Graduates Levels 32 17.6 Postgraduate Diploma Levels 12 6.6 Masters Levels 3 1.6 **Total** **182** **100.0** 5 Academic Programme of Study No response 7 3.8 Undergraduate Degree Programme 128 70.3 Postgraduate Diploma 21 11.5 Masters' Degree Programme 26 14.3 Total 182 100.0 6 Study Centre Abuja Model Study Centre 17 9.3 Awka Study Centre 9 4.9 Enugu Study Centre 13 7.1 Jos Study Centre 4 2.2 Lafia Study Centre 19 10.4 Lokoja Study Centre 18 9.9 Makurdi 19 10.4 Nigerian Immigration Gwagwalada Study Centre 8 4.4 Port Harcourt Study Centre 21 11.5 Uyo Study Centre 51 28.0 Wuse 2 Abuja Study Centre 3 1.6 Total 182 100.0 Table 9 shows the demographic information of the participants who participated in the MICRO TEACHING Authentic Assessment apt course as well as in this study. **Table 10: MICRO TEACHING Authentic Assessment Apt Course Results** +---------+---------+---------+---------+---------+---------+---------+ | **Authe | **Descr | | | | | | | ntic | iptive | | | | | | | Assessm | Statist | | | | | | | ent | ics | | | | | | | Apt | and | | | | | | | Course | Decisio | | | | | | | -- E. | n** | | | | | | | MICRO | | | | | | | | TEACHIN | | | | | | | | G** | | | | | | | +=========+=========+=========+=========+=========+=========+=========+ | a. **C | **N** | **Mean* | **Std. | **Descr | **Rank* | | | ongruen | | * | Deviati | iptive | * | | | ce | | | on** | Value** | | | | wit | | | | | | | | h | | | | | | | | Pla | | | | | | | | nned | | | | | | | | Lea | | | | | | | | rning** | | | | | | | +---------+---------+---------+---------+---------+---------+---------+ | 1 | My | 182 | 3.2308 | 1.62560 | Moderat | 2 | | | assessm | | | | e | | | | ent | | | | | | | | in my | | | | | | | | departm | | | | | | | | ent | | | | | | | | tests | | | | | | | | what I | | | | | | | | memoriz | | | | | | | | e. | | | | | | +---------+---------+---------+---------+---------+---------+---------+ | 2 | My | 182 | 3.1703 | 1.67813 | Moderat | 3 | | | assessm | | | | e | | | | ent | | | | | | | | in my | | | | | | | | departm | | | | | | | | ent | | | | | | | | tests | | | | | | | | what I | | | | | | | | underst | | | | | | | | and. | | | | | | +---------+---------+---------+---------+---------+---------+---------+ | 3 | My | 182 | 3.3242 | 1.80526 | Moderat | 1 | | | assessm | | | | e | | | | ents | | | | | | | | are | | | | | | | | about | | | | | | | | what I | | | | | | | | have | | | | | | | | done in | | | | | | | | the | | | | | | | | course. | | | | | | +---------+---------+---------+---------+---------+---------+---------+ | 4 | How I | 182 | 3.1374 | 1.93766 | Moderat | 5 | | | am | | | | e | | | | assesse | | | | | | | | d | | | | | | | | is | | | | | | | | similar | | | | | | | | to what | | | | | | | | I do in | | | | | | | | the | | | | | | | | course. | | | | | | +---------+---------+---------+---------+---------+---------+---------+ | 5 | I am | 182 | 3.1593 | 1.92738 | Moderat | 4 | | | assesse | | | | e | | | | d | | | | | | | | on what | | | | | | | | the | | | | | | | | course | | | | | | | | materia | | | | | | | | ls | | | | | | | | and the | | | | | | | | facilit | | | | | | | | ators | | | | | | | | have | | | | | | | | taught | | | | | | | | me. | | | | | | +---------+---------+---------+---------+---------+---------+---------+ | | **Resul | | **3.204 | **Moder | | | | | t | | 4** | ate | | | | | and | | | Percept | | | | | Decisio | | | ion** | | | | | n** | | | | | | +---------+---------+---------+---------+---------+---------+---------+ Research Question 1 on Congruence with Planned Learning: All the items on Congruence with Planned Learning under Micro Teaching as Authentic Learning Experience were rated Average. The highest mean score was 3.3242 and the least mean score was 3.2374. +---------+---------+---------+---------+---------+---------+---------+ | b. **A | **N** | **Mean* | **Std. | **Descr | **Rank* | | | uthenti | | * | Deviati | iptive | * | | | city** | | | on** | Value** | | | +=========+=========+=========+=========+=========+=========+=========+ | 1 | I am | 182 | 3.3626 | 1.81167 | Good | 3 | | | asked | | | | | | | | to | | | | | | | | apply | | | | | | | | my | | | | | | | | learnin | | | | | | | | g | | | | | | | | to real | | | | | | | | life | | | | | | | | situati | | | | | | | | ons. | | | | | | +---------+---------+---------+---------+---------+---------+---------+ | 2 | My | 182 | 3.3132 | 1.74183 | Moderat | 6 | | | departm | | | | e | | | | ent | | | | | | | | assessm | | | | | | | | ent | | | | | | | | tasks | | | | | | | | are | | | | | | | | useful | | | | | | | | for | | | | | | | | everyda | | | | | | | | y | | | | | | | | life. | | | | | | +---------+---------+---------+---------+---------+---------+---------+ | 3 | I find | 182 | 3.3571 | 1.82643 | Good | 4 | | | my | | | | | | | | departm | | | | | | | | ent | | | | | | | | assessm | | | | | | | | ent | | | | | | | | tasks | | | | | | | | to be | | | | | | | | relevan | | | | | | | | t | | | | | | | | to what | | | | | | | | I do | | | | | | | | outside | | | | | | | | of | | | | | | | | school. | | | | | | +---------+---------+---------+---------+---------+---------+---------+ | 4 | Assessm | 182 | 3.4451 | 1.72878 | Good | 2 | | | ent | | | | | | | | in my | | | | | | | | departm | | | | | | | | ent | | | | | | | | tests | | | | | | | | my | | | | | | | | ability | | | | | | | | to | | | | | | | | apply | | | | | | | | what I | | | | | | | | know to | | | | | | | | real-li | | | | | | | | fe | | | | | | | | problem | | | | | | | | s. | | | | | | +---------+---------+---------+---------+---------+---------+---------+ | 5 | Assessm | 182 | 3.3407 | 1.73823 | Good | 5 | | | ents | | | | | | | | in my | | | | | | | | departm | | | | | | | | ent | | | | | | | | examine | | | | | | | | s | | | | | | | | my | | | | | | | | ability | | | | | | | | to | | | | | | | | answer | | | | | | | | everyda | | | | | | | | y | | | | | | | | questio | | | | | | | | ns. | | | | | | +---------+---------+---------+---------+---------+---------+---------+ | 6 | I can | 182 | 3.4560 | 1.82849 | Good | 1 | | | show | | | | | | | | others | | | | | | | | that my | | | | | | | | learnin | | | | | | | | g | | | | | | | | has | | | | | | | | helped | | | | | | | | me do | | | | | | | | some | | | | | | | | things. | | | | | | +---------+---------+---------+---------+---------+---------+---------+ | | **Resul | | **3.379 | **Good | | | | | t | | 1** | Percept | | | | | and | | | ion** | | | | | Decisio | | | | | | | | n** | | | | | | +---------+---------+---------+---------+---------+---------+---------+ Research Question 2 on Authenticity: In Micro Teaching, all the items except one on Authenticity were rated Good Perception with the highest mean score of 3.4560 and the least mean score of 3.3132. +---------+---------+---------+---------+---------+---------+---------+ | c. **S | **N** | **Mean* | **Std. | **Descr | **Rank* | | | tudents | | * | Deviati | iptive | * | | | Con | | | on** | Value** | | | | sultati | | | | | | | | on** | | | | | | | +=========+=========+=========+=========+=========+=========+=========+ | 1 | In my | 182 | 3.2253 | 1.80203 | Moderat | 1 | | | departm | | | | e | | | | ent | | | | | | | | I am | | | | | | | | clear | | | | | | | | about | | | | | | | | the | | | | | | | | type of | | | | | | | | assessm | | | | | | | | ent | | | | | | | | being | | | | | | | | used. | | | | | | +---------+---------+---------+---------+---------+---------+---------+ | 2 | I am | 182 | 2.8022 | 1.86991 | Moderat | 3 | | | aware | | | | e | | | | how my | | | | | | | | assessm | | | | | | | | ent | | | | | | | | will be | | | | | | | | marked. | | | | | | +---------+---------+---------+---------+---------+---------+---------+ | 3 | My | 182 | 2.9725 | 1.84310 | Moderat | 2 | | | facilit | | | | e | | | | ators | | | | | | | | have | | | | | | | | explain | | | | | | | | ed | | | | | | | | to me | | | | | | | | how | | | | | | | | each | | | | | | | | type of | | | | | | | | assessm | | | | | | | | ent | | | | | | | | is to | | | | | | | | be | | | | | | | | used. | | | | | | +---------+---------+---------+---------+---------+---------+---------+ | 4 | I can | 182 | 2.6703 | 1.84214 | Moderat | 4 | | | have a | | | | e | | | | say in | | | | | | | | how I | | | | | | | | will be | | | | | | | | assesse | | | | | | | | d | | | | | | | | in my | | | | | | | | departm | | | | | | | | ent. | | | | | | +---------+---------+---------+---------+---------+---------+---------+ | | **Resul | | **2.917 | **Moder | | | | | t | | 6** | ate | | | | | and | | | Percept | | | | | Decisio | | | ion** | | | | | n** | | | | | | +---------+---------+---------+---------+---------+---------+---------+ Research Question 3 on Students Consultation: All the items on Students Consultation were rated Moderate Perception. The highest mean score is 3.2253 while the least mean score was 2.6703. +---------+---------+---------+---------+---------+---------+---------+ | d. **T | **N** | **Mean* | **Std. | **Descr | **Rank* | | | ranspar | | * | Deviati | iptive | * | | | ency** | | | on** | Value** | | | +=========+=========+=========+=========+=========+=========+=========+ | 1 | I | 182 | 2.9890 | 1.85075 | Moderat | 2 | | | underst | | | | e | | | | and | | | | | | | | what is | | | | | | | | needed | | | | | | | | in all | | | | | | | | my | | | | | | | | departm | | | | | | | | ent | | | | | | | | assessm | | | | | | | | ent | | | | | | | | tasks. | | | | | | +---------+---------+---------+---------+---------+---------+---------+ | 2 | I am | 182 | 2.9725 | 1.78524 | Moderat | 3 | | | told in | | | | e | | | | advance | | | | | | | | when I | | | | | | | | am | | | | | | | | being | | | | | | | | assesse | | | | | | | | d. | | | | | | +---------+---------+---------+---------+---------+---------+---------+ | 3 | I am | 182 | 2.8407 | 1.93311 | Moderat | 4 | | | told in | | | | e | | | | advance | | | | | | | | on what | | | | | | | | I am | | | | | | | | being | | | | | | | | assesse | | | | | | | | d. | | | | | | +---------+---------+---------+---------+---------+---------+---------+ | 4 | I am | 182 | 3.0824 | 1.80203 | Moderat | 1 | | | clear | | | | e | | | | about | | | | | | | | what my | | | | | | | | facilit | | | | | | | | ators | | | | | | | | wants | | | | | | | | in my |