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Technological innovations in educational learners’ assessment have advanced and are still progressing. Consequently, it is pertinent for 21st century lecturers to harness and integrate technological advancements into learning assessment. In this study, the extent of lecturers’ awareness and harnessing ability of technological advancements in learners’ assessment were determined. Six research questions and four hypotheses guided the study. Descriptive survey research design was adopted with consenting 210 lecturers (50 (23.8%) males, 160 (76.2%) females, 141 (67.1%) in non-professorial cadre, and 69 (32.9%) in professorial cadre randomly drawn from education discipline in four higher institutions in Anambra state, Nigeria. Instrument used for data collection was a 16-item questionnaire developed by the researchers. Percentages, frequencies and chi-square (χ²) tests were used in data analysis. A p-value ≤ 0.05 was taken as significant. The findings revealed that majority of the lecturers from both gender and cadre are aware and have the ability to harness some of the technological advancement tools in learners’ assessment. But, gender and cadre of the lecturers in higher institutions in Anambra state exerts no significant effect on their awareness and ability to harness technological advancement tools in learners’ assessment. The researchers made some recommendations based on the study findings. |
