| dc.description.abstract | Information Communication and Technology (ICT) which includes digital technology such as computer and the internet are potentially powerful tools for extending assessment opportunities in education. Computer-based testing, online testing, automated scoring, and online registration are some of the areas where ICT is being used globally to improve efficiency and effectiveness in assessment. The purpose of the study was to examine the preparedness of tutors for the integration of ICT into the educational assessment practices in teacher education. The study was be based on Diffusion of Innovations theory by Rogers which describes how new ideas or technologies are incorporated into a given population and the Technology Acceptance Model by Davis which provide an explanation of the determinants for predicting the acceptance, adoption, and use of information technologies. A descriptive case study of Kagumo Teachers Training College in Nyeri County, Kenya, was designed to investigate preparedness of tutors for integration of ICT into assessment. Both qualitative and quantitative techniques were used for realization of research objectives. Tonsure that the sampled tutors accurately represent the target population, quota sampling was used to select the desired forty respondents. The study adopted the data triangulation technique which use a combination of data sources namely questionnaire, an interview schedule and an observation checklist. Validity of instruments was ensured before its administration by giving it to experts in Measurement and Evaluation, School of Education, University of Nairobi. Reliability was enhanced through piloting of the questionnaire and improving the items on the basis of the calculated Cronbach alpha coefficient. Descriptive statistics and content analysis were used to analyze the collected data. The findings of the study indicate tutors have moderate ICT skills, positive attitude towards ICT, and are able to access some ICT infrastructure in college and consider assessment practices with Cybernetical. However, adoption and acceptance of ICT in education and particularly in assessment may be hampered by inadequate training, lack of appropriate software and modem hardware. The researcher recommends systematic training for tutors, improvement of availability of ICT infrastructure and digitization of past and current assessment tools. This study is significant in that its findings may give insight to Ministry of Education on the current situation in terms of teacher education tutors’ preparedness to integrate ICT into educational assessment. The information obtained could be used in shaping ICT related assessment practices and guide policy in Kenya. | |
