The Evaluation of Different Assessment Strategies Senior Secondary School. A Study of Somolu Local Government Area, Lagos State
CHAPTER ONE
Objective of the study
The objective of this study is to evaluate different assessment strategies in senior secondary schools and their effectiveness in accurately measuring students’ learning outcomes in Somolu Local Government Area, Lagos State. The study aims to achieve the following specific objectives:
- To examine the advantages and limitations of traditional written examinations as an assessment strategy in senior secondary schools
- To assess the contribution of performance-based assessments in providing a comprehensive evaluation of students’ abilities, while identifying the challenges associated with their implementation.
- To evaluate the role and effectiveness of formative assessments in monitoring student progress and providing timely feedback to guide instruction.
CHAPTER TWO
REVIEWED OF RELATED LITERATURE
Introduction
Various studies have pointed out that continuous assessment strategies being used by the teacher are likely to contribute to student learning in schools. According to Onuka (2006), teachers need to use a variety of instruments to effectively measure their students’ traits and that the outcome of the assessment are used to assist the student to improve upon their learning skills. Also, Carnoy (1999) indicated that teachers have had to rely on continuous assessment in order to monitor their students’ academic progress and performance. However, Etsey (1992) stated that large class sizes to not permit teachers to use class tests, assignment , projects as well as observations to assess student learning. Plessis, Prouty, Schubert, Habib and Eileen (2003) have asserted that continuous assessment promotes dialogue among teachers and students to generate knowledge in order to improve the teaching and learning process. According to them, “Continuous assessment tells teachers if they need to re-teach something, which students need to be re-taught, and what the students need in order to improve their learning” (Plessis, et al., 2003, p. 6). Through the use of continuous assessment, teachers are given the responsibility to find out what students in their classes know and are able to do. They further maintain that such strategies are used to determine the kind of remediation and enrichment activities to provide as well as to identify which students need assistance. Mwebaza (2010) confirms this by indicating that continuous assessment helped students to revise more effectively and to also gain confidence. He also stated that continuous assessment tends to make students ready for the final examination Onuka and Onabamiro (2010) found that regular individual assignments engender higher student learning and achievement because they form sources of feedback on the performance of the students and assist students to develop critical mind and good study habit. Thus, through assessment strategies like individual and group assignments, students are propelled to learn more so as to improve on their academic performance and compete favourably with their learning peers. Although Plessis et al. (2003) indicate that the most commonly used continuous assessment strategies include oral presentation, practical test and interviewing learners, other studies have revealed that continuous assessment is not being implemented in terms of a wide range of alternate assessment strategies as it was intended to be, with pen-and-paper testing still being the more dominant practice (Deonarain; 2004; De Gaume & Naidoo, 2004). Thus, schools should design a range of assessment modes, such as oral questioning, observation of students, project work and assignments, according to their curriculum plans, so as to collect continuous information on students’ progress and to give feedback on what students have learned and achieved. The information collected will help motivate students’ learning and help teachers find ways of bringing out more effective teaching and learning. Mwebaza (2010) found that written tests, take-home assignments and recap exercises dominated teachers’ continuous assessment strategies. He also found that checklist was the less used strategy while oral test and questionnaire were not used at all. The researchers found out that teachers had gained very little training in the use of checklists. On how frequent these were being used, the study reported that recap exercises were given more frequently while written tests and take home assignment were less frequent. Checklist and observation were rarely used. According to the respondents oral tests and questionnaires were never used all. This review points out that although there are numerous assessment strategies, teachers do not make maximum use of these strategies. This might be due to the fact that such teachers do not even know the value of those continuous assessment strategies in the teaching and learning process. Also, empirical studies have not established how the use of continuous assessment can contribute to the teaching and learning of geography in the Ghanaian educational context
Aligning educational standards and student assessment
In standards-based systems, which are increasingly common across countries, governments set standards for student attainment, clearly defining the knowledge and skills students are expected to have attained at different stages of their education. The curriculum covers the objectives identified in standards, and student assessments focus on attainment of standards. The core logic of standards-based systems rests upon the alignment of these key elements. If the assessments do not well match the curriculum and the standards, then results have little value in judging how well students are learning and in diagnosing school or student needs. Hence, policy needs to give considerable attention to sound strategies to assess performance against standards. Part of the strategy may consist of developing large-scale standardised tests with a high degree of validity (i.e. the degree to which assessments and evaluations measure what they are intended to measure), reliability (i.e the consistency and stability of results across student populations) and usability (i.e. how policy makers, school leaders and teachers make sense of and respond to assessment and evaluation results). Another possible strategy is to develop teacher capacity in assessing against standards, provide detailed guidelines on marking assessments and strengthen moderation processes between teachers and schools
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.
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
5.1 Introduction
It is important to ascertain that the objective of this study was to ascertain the Evaluation of Different Assessment Strategies senior secondary school. A study of Somolu Local Government Area, Lagos State. 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 Evaluation of Different Assessment Strategies senior secondary school.
Summary
This study was on the Evaluation of Different Assessment Strategies senior secondary school. A study of Somolu Local Government Area, Lagos State. Three objectives were raised which included: To examine the advantages and limitations of traditional written examinations as an assessment strategy in senior secondary schools, to assess the contribution of performance-based assessments in providing a comprehensive evaluation of students’ abilities, while identifying the challenges associated with their implementation and to evaluate the role and effectiveness of formative assessments in monitoring student progress and providing timely feedback to guide instruction. A total of 77 responses were received and validated from the enrolled participants where all respondents were drawn from Somolu Local Government Area, Lagos State. Hypothesis was tested using Chi-Square statistical tool (SPSS).
Conclusion
In conclusion, the evaluation of different assessment strategies in senior secondary schools, specifically within the context of Somolu Local Government Area, Lagos State, presents valuable insights into the strengths, limitations, and suitability of various assessment methods. The findings of this study highlight the importance of considering diverse assessment strategies to accurately measure students’ learning outcomes and guide instructional practices.
The study explored traditional written examinations as an assessment strategy and identified advantages such as standardization, content coverage, and time efficiency. However, it also revealed limitations, including the emphasis on memorization, limited application of knowledge, test anxiety, limited feedback, and lack of authenticity. These limitations emphasize the need to supplement traditional written examinations with other assessment methods that address higher-order thinking skills, practical application of knowledge, and provide meaningful feedback to students.
The study’s significance lies in its potential to inform and improve assessment practices in Somolu Local Government Area, Lagos State, and similar contexts. Educators can utilize the findings to enhance assessment strategies by incorporating performance-based assessments, formative assessments, self-assessment, peer assessment, and digital and online assessments. By adopting a balanced approach that combines various assessment methods, educators can provide a more comprehensive evaluation of students’ knowledge, skills, and abilities.
Furthermore, the study’s findings have implications for educational policymakers in Somolu Local Government Area and beyond. Policymakers can utilize the insights to develop guidelines and frameworks that promote effective assessment practices, encourage the use of multiple assessment strategies, and foster personalized learning experiences for students.
It is important to acknowledge that this study has limitations, including its specific focus on Somolu Local Government Area, which may limit the generalizability of the findings to a broader context. Additionally, the study’s scope may not encompass all possible assessment strategies, and there may be additional factors specific to the local context that could influence the effectiveness of assessment practices.
Future research could expand upon this study by exploring the implementation and impact of different assessment strategies in senior secondary schools across a wider geographical area. Additionally, investigating the perceptions and experiences of teachers and students regarding assessment practices would provide valuable insights for improving assessment strategies in the local context.
Overall, the evaluation of different assessment strategies in senior secondary schools in Somolu Local Government Area, Lagos State, highlights the importance of adopting a comprehensive and balanced approach to assessment. By considering the strengths, limitations, and suitability of various assessment methods, educators and policymakers can work towards enhancing student learning, promoting critical thinking skills, and ensuring the accurate measurement of students’ knowledge, skills, and abilities.
Recommendation
Based on the evaluation of different assessment strategies in senior secondary schools, particularly within Somolu Local Government Area, Lagos State, the following recommendations are proposed:
Diversify Assessment Methods: Educators should adopt a diversified approach to assessment by integrating multiple strategies, such as performance-based assessments, formative assessments, self-assessment, peer assessment, and digital and online assessments. This will provide a more comprehensive evaluation of students’ learning outcomes, promoting critical thinking, problem-solving, and practical application of knowledge.
Professional Development for Educators: Training and professional development programs should be provided to educators to enhance their understanding and implementation of different assessment strategies. This will empower educators to effectively administer and evaluate assessments, provide constructive feedback, and align assessments with desired learning outcomes.
Embed Formative Assessment Practices: Encourage the integration of formative assessment practices throughout the learning process. Educators should implement ongoing, informal assessments that provide timely feedback to students and guide instructional decisions. This will enable students to monitor their progress, identify misconceptions, and make necessary adjustments in their learning.
Promote Self-Assessment and Peer Assessment: Foster a culture of self-assessment and peer assessment among students. Educators should provide clear guidelines and criteria for self-evaluation and peer feedback. This will encourage students to take ownership of their learning, develop metacognitive skills, and improve their ability to provide and receive constructive feedback.
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