Awareness, Knowledge, and Implementation of Innovative Educational Assessment Methods: A Comparative Study of Students and Lecturers

Objective: This study aimed to examine the levels of awareness, knowledge, and implementation of innovative educational assessment methods (IEAM) among students and lecturers at Nnamdi Azikiwe University (UNIZIK), Awka. It further assessed how demographic and professional variables influence these factors. Methods: A descriptive survey design was adopted, using a structured questionnaire distributed to 80 students and 32 lecturers from the Faculty of Education. Items were based on a five-point Likert scale and focused on digital assessments, peer evaluations, e-portfolios, and collaborative projects. Data were analyzed using descriptive statistics (means, SD) and inferential statistics, including t-tests, Analysis of Variance (ANOVA), correlation, and multinomial regression to test four hypotheses. Results: The findings indicate moderate to high levels of awareness and knowledge of innovative assessments across both groups (M=3.76, SD=±0.86). Students (Mean=77.23) have slightly higher awareness and knowledge of innovative assessment tools compared to lecturers (Mean=74.29). However, the level of implementation was moderate (M=3.23, SD=1.04). Implementation, however, did not fully align with the levels of awareness. Lecturers reported higher implementation levels than students, with the professorial cadre showing the most consistent use. Gender was significantly associated with knowledge levels, with females scoring higher. A positive correlation was found between knowledge and implementation (r=0.38, p