Authentic Assessment as a Tool for Evaluating Teacher Satisfaction and its Impact on Student Learning

Abstract

The study was aimed to explore the influence of authentic assessment on the satisfaction of teachers and student learning. Quantitative research approach and survey method were used in the study. The population of the study were the male and female teachers working in The University of Lahore. Multistage random sampling was used to select the research participant from The University of Lahore. For the collection of data, from the total faculty of The University of Lahore, 120 teachers were selected by using multistage sampling. A questionnaire was used as data collection tool. Data were analyzed by using SPSS software. Inferential statistic in which correlation was used to check the relationship between authentic assessment and teachers’ satisfaction and ANOVA was used to measure the mean difference of students learning with respect to authentic assessment. It was concluded that there was strong relationship between authentic assessment and teachers’ satisfaction and in ANOVA there is no statistically significant difference in the mean score of students learning with respect to authentic assessment. It was recommended that educational institutions were advised to arrange training and professional development workshops to support teachers in designing and implementing authentic assessments. It was further recommended that Universities were encouraged to formally integrate authentic assessment into curricula to ensure that teachers consistently applied real-world tasks, performance-based projects, and reflective practices.