The Role Of Technology In Learners’ Assessment Activities In Grade 10 Physical Science In The Ohangwena Region, Namibia

ABSTRACT

Based on the concerns of the differences in performance between school based continuous

assessment and national examination marks, the purpose of this study was to determine the role of

technology in Grade 10 Physical Science learners’ assessment activities in the Ohangwena Region.

The study employed a sequential explanatory mixed-methods approach, whereby quantitative data

was collected through the distribution of surveys to all schools offering Grade 10 Physical Science

in the Ohangwena region, while quantitative data was collected through interviews. Triangulation

was used to facilitate validation of data through cross verification of findings from quantitative

phase and qualitative phase. The targeted population was all teachers teaching Grade 10 Physical

Science in the Ohangwena Region. Ten (10) participants for interviews were sampled using

intensity sampling, a type of purposive sampling method. The study concluded that majority of

Grade 10 Physical Science teachers in the Ohangwena Region have no access to functional

computers making it difficult to use computer-based technologies for assessment. Fewer teachers

who have access to computers and internet mainly use only Microsoft Office desktop applications

(MS word and MS Excel) for compiling assessment activities and recording marks, and internet

for searching assessment related information and downloading shared pre-set assessment activities

as technologies for assessment. In addition, it was established that teachers had a belief that

technology can ease the assessment process and it can improve frequency and quality of

assessment given to learners. The research further revealed that teachers’ understanding of

computer-based and internet-based assessment was limited. The main challenge faced by teachers

were lack of technological skills and unavailability of technological facilities such as functional

computer laboratories in schools. The research recommended that subject advisors should consider

professional development trainings for Physical Science teachers on the use of technology for

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assessment. Further research should also be done to explore suitable technologies for assessment

in other subjects.