UPSI Digital Repository (UDRep)
|
UPSI Digital Repository (UDRep)
|
|
|
|
||||||||||||||||||||||||||||
| Abstract : Perpustakaan Tuanku Bainun |
| The significance of school-based assessment is being undermined by inadequacies inherent in the process. Stakeholders_ efforts and research attempts at improving the situation have not yielded desired results. It was on this premise, the researchers sought to predict school-based assessment practice of senior secondary teachers from their SBA knowledge and attitudes towards SBA in Ijebu Division of Ogun State, Nigeria. Descriptive survey design was adopted. A sample of four hundred (n=400) teachers were selected as participants using simple random sampling techniques. The three instruments for data collection were Teachers Knowledge of Assessment Technique (r = .62), Teachers Attitudes towards SBA scale (r = .74) and School-Based Assessment Practice of Teachers Questionnaire (r = .69). The results indicated that both predictors account for 5.1% (R = .051; P |
| References |
Adediwura, A. A. (2012). Teacher’s perception of school-based assessment in Nigeria secondary schools. Mediterranean Journal of Social Sciences. 3 (1), 99-109
Aduloju, M. O., Adikwu, O. & Agi, C. I. (2016). School based assessment: Implication for national development. Open Access Library Journal 3 (3), 1-8
Ajayi, F. A. (2015). School climate, staff welfare and administrative practice of head teachers of primary schools as predictors of teacher efficiency. Unpublished M.Ed Dissertation submitted to the Department of Educational Management, Tai Solarin University of Education, Ijagun, Nigeria
Ajayi, O. A., & Bamiro, O. A. (2011). Computer literacy and school based assessment practice of primary school teachers. Journal of Education and Applied Psychology, 4(1), 29-40.
Campbell, C. & Evans, J. A. (2000). Investigation of preservice teachers’ classroom assessment practices during students’ teaching. The Journal of Educational Research. 93 (6), 350-355.
Heffner, C. L. (2004). Psychology 101: Memory, intelligence and states of mind. Retrieved on 23/11/2004 from www.Allpsych.com/psychology 101
Lee, S. K. J., Yu, K. (2004). Corporate culture and organizational performance. Journal of Managerial Psychology, 19 (4), 340-359
Lukman, S. A. & Uwadiegwu, A. A. (2012). School-based assessment as an innovation in Nigeria educational system: The implementation challenges. Knowledge Review. 25 (1), 123-127
Mansor, A. N., Leng, O. H., Rasul, M. S., Raof, R. A. & Yusoff, N. (2013). The benefits of schoolbased assessment. Asian Social Science; 9 (8), 101-106
Mkpae S. G. & Obowu-Adutchay V. (2017). School-based assessment: Benefit and teachers’ perception in Nigerian secondary schools. International Journal of Education and Evaluation. 3 (2), 19-27
Nneji, L. M. Fatade, A. O., Awofala, A. A. & Awofala, A. O. A. (2012) The Attitude of some Nigerian Science, Technology, and Mathematics teachers towards assessment practices, International Journal of Mathematics Trends and Technology, 3 (3), 110-116
Nworgu, L. N. & Ellah, B. O. (2015). Teachers practice of school-based assessment (SBA) techniques in science classes. International Journal of Education Research. 14 (2), 242-251
Osunde, A. U. (2008). The relevance of evaluation of teaching and learning in the school system. In P. N. C. Ngwu (Ed) The principal and education reforms in Nigeria. A publication of the Mandatory Continuing Professional Training (MCPT) programme of the All Nigerian Conference of Secondary Schools (ANCOPSS). |
| This material may be protected under Copyright Act which governs the making of photocopies or reproductions of copyrighted materials. You may use the digitized material for private study, scholarship, or research. |