Evaluating the Influence of Tutors’ Digital Assessment-Related Knowledge on Assessment Practices in Higher Education

• In Event: Bridging Gaps: Innovative Assessments and Partnerships for Educational Equity and Improvement

Abstract

This study aimed to investigate the digital assessment pedagogical knowledge, digital assessment pedagogical content knowledge, and digital assessment technological pedagogical knowledge among college tutors in three public colleges in the Central Region, Ghana. A total of 120 out of 150 college tutors who were approached for participation consented to take part in the study. A descriptive cross-sectional design was used for the study. The research used a comprehensive census approach, preceded by a pilot test to refine survey items. This research is significant as it seeks to deepen the understanding of digital assessment practices in higher education, particularly focusing on inclusion and equity. By exploring the factors influencing digital assessment knowledge, the study provides valuable insights into educational assessment literature.

Authors

• Ifesinachi J. Ezugwu, University of Alabama

• Justice Dadzie, University of Alabama

• Stacy Hughey-Surman, University of Alabama