The Impact of Students Assessment on the Quality of Education
CHAPTER ONE
Objective of the Study
The purpose of the study there for is summarized of follows:
1. To find out the problem effecting exaction of continuous assessment in primary schools.
2. To find out are reason of establishing continuous assessment in primary schools.
3. To find out the instrument used continuous assessment to bring out quality education.
4. To work out the way continuous assessment can be moderated and unified in all primary schools.
Chapter Two
Review of Related literature
Assessment for the Improvement of Learning and Teaching and Inherent Challenges
Assessment of students’ learning aims at improving and enhancing learning and teaching. This is especially the case when assessment checks or diagnoses the students’ scholarly achievements in order to provide informational feedback both on the students’ strengths and weaknesses as well as on the teacher’s insight, effectiveness and efficiency. In this specific case, assessment is part and parcel of teaching-and learning as it allows for confirmation of whether or not, or to what extent, the targeted level of learning is attained as to select the appropriate action from the two possible options, i.e. either move forward in the curriculum or proceed to remedial measures before going ahead. In other terms, assessment is a kind of didactical check. Reinforcing this idea, Broadfoot (1996a, p.21) writes that “it is an integral part of teaching-learning process providing feedback for both teachers and students which can guide decisions concerning future learning goals.” Finally, this feedback serves to constitute grounds on the basis of which improvement is to be brought about for students and for the teacher, respectively in learning and in teaching. Especially regarding students, their motivation towards learning is thereby increased, and they show therefore a more enhanced mastery of the taught material. In actual fact, “if students do not know how they are doing, they tend to stop working, unless their internal motivation is very high. Motivation and feedback are therefore intertwined” (Brown & Knight: 1994, p.33). This assessment of students’ learning that implements the function of diagnosis – that Williams & Ryan (2000, p.52) duly call educational ‘diagnostic assessment’ for it allows “to focus on specific symptoms which may require specific treatments” – is specifically called formative assessment. Its two main characteristics are that it is criterion-referenced on the one hand as well as ongoing or continuous on the other hand. The criteria or standards to which formative assessment refers are the target performances expressed in terms of specified – often operationalised – learning objectives of a curriculum or a programme of study as they appear in a lesson plan, which are either achieved/passed or not achieved/failed by the individual learner.
CHAPTER THREE
RESEARCH METHODOLOGY
INTRODUCTION
In this chapter, we described the research procedure for this study. A research methodology is a research process adopted or employed to systematically and scientifically present the results of a study to the research audience viz. a vis, the study beneficiaries.
RESEARCH DESIGN
Research designs are perceived to be an overall strategy adopted by the researcher whereby different components of the study are integrated in a logical manner to effectively address a research problem. In this study, the researcher employed the survey research design. This is due to the nature of the study whereby the opinion and views of people are sampled. According to Singleton & Straits, (2009), Survey research can use quantitative research strategies (e.g., using questionnaires with numerically rated items), qualitative research strategies (e.g., using open-ended questions), or both strategies (i.e., mixed methods). As it is often used to describe and explore human behaviour, surveys are therefore frequently used in social and psychological research.
POPULATION OF THE STUDY
According to Udoyen (2019), a study population is a group of elements or individuals as the case may be, who share similar characteristics. These similar features can include location, gender, age, sex or specific interest. The emphasis on study population is that it constitutes of individuals or elements that are homogeneous in description.
This study was carried to the impact of students assessment on the quality of education. Selected primary schools in Odeda Local Government Area form the population of the study.
CHAPTER FOUR
DATA PRESENTATION AND ANALYSIS
INTRODUCTION
This chapter presents the analysis of data derived through the questionnaire and key informant interview administered on the respondents in the study area. The analysis and interpretation were derived from the findings of the study. The data analysis depicts the simple frequency and percentage of the respondents as well as interpretation of the information gathered. A total of eighty (80) questionnaires were administered to respondents of which only seventy-seven (77) were returned and validated. This was due to irregular, incomplete and inappropriate responses to some questionnaire. For this study a total of 77 was validated for the analysis.
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION
Introduction
It is important to ascertain that the objective of this study was to ascertain the impact of students assessment on the quality of education . In the preceding chapter, the relevant data collected for this study were presented, critically analyzed and appropriate interpretation given. In this chapter, certain recommendations made which in the opinion of the researcher will be of benefits in addressing the challenges of the impact of students assessment on the quality of education
Summary
This study was on the impact of students assessment on the quality of education. Three objectives were raised which included: To find out the problem effecting exaction of continuous assessment in primary schools, to find out are reason of establishing continuous assessment in primary schools, to find out the instrument used continuous assessment to bring out quality education and to work out the way continuous assessment can be moderated and unified in all primary schools. A total of 77 responses were received and validated from the enrolled participants where all respondents were drawn from selected primary schools in Odeda Local Government Area. Hypothesis was tested using Chi-Square statistical tool (SPSS).
CONCLUSION
According to Middlehurst (1997) education provides an interesting microcosm of the quality education and a clear illustration of the issues involved in determining what quality is and how it can be achieved, assured and improved (p.46). Moreover, according to McDonald, “the underlying principles of constructive curriculum alignment, globalization, and quality assurance need to be integrated into academic programmes.
Recommendation
Government should employ qualified teachers for better teaching of student and good assessment.
Should facilities to schools for easy learning.
References
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- Crossouard, B. and Pryor, J. (2008) ‘Becoming researchers: a sociocultural perspective on assessment, learning and the construction of identity in a professional doctorate’, Pedagogy, Culture & Society, 16(3), pp. 221-237.
