Factors influencing the effectiveness of schoolbased assessment in public junior secondary schools in Benin City (Nigeria)
Kingsley O. Omorogiuwa, Evelyn O. Aibangbee
University of Benin, Faculty of Education, Department of Educational Evaluation and Counselling Psychology, Benin City, Edo State, Nigeria
Korespondenční autor: Kingsley O. Omorogiuwa (kingsley.omorogiuwa@uniben.edu; kingsomorogiuwa@yahoo.com)
ISSN 1804-7181 (On-line)
Full verze:
Submitted:21. 3. 2017
Accepted: 5. 5. 2017
Published online: 24. 6. 2017
Summary
The school-based assessment system is a holistic assessment system conducted in school by subject teachers to assess the students’ cognitive (intellect), affective (emotional and spiritual) and psychomotor (physical) aspects in line with Nigeria’s National Philosophy of Education. The study examined the factors affecting the effective implementation of school based assessment. The sample of the study consisted of 150 teachers in public junior secondary schools in Benin City. A 14-item questionnaire on the factors affecting effective implementation of school-based assessment was used as the instrument for data collection. Mean and standard deviation were used to analyse the research questions, while a hypothesis was tested with t-test at 0.05 alpha level. Results showed that teachers’ level of awareness of school-based assessment, school management’s attitude towards school-based assessment and teachers’ classroom management were among the factors considered to have a negative effect on the effective implementation of school-based assessment in secondary schools in the Benin metropolis. The study therefore suggests effective monitoring of educational policy implementation and timely in-service training for all teachers.
Keywords: school-based assessment; teachers; classroom management; formative and summative assessment
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