Effect of Performance Task and Peer Testing Assessment Modes on Senior Secondary School Students’ Achievement in Practical Geography in Region Five, the Gambia

Abstract

In this quasi-experimental study, 90 senior secondary Gambian students' academic performance in practical geography was examined in relation to performance tasks and peer testing assessments. The Performance Task group received the highest post-test scores, followed by the Peer Testing group, while the Traditional Method control group received the lowest. The results showed a significant effect of assessment type. In the Peer Testing group, there was a significant gender gap that favoured men, but not in the Performance Task group. The experimental groups showed increased motivation and engagement, according to qualitative data. The study, which draws its conclusions from constructivism and self-determination theory, concludes that performance tasks are very successful and suggests incorporating them into the geography curriculum in addition to teacher preparation programs and additional research on gender dynamics in group settings.