Schools- Based Assessment: A Case Study of Selected Public Junior Secondary Schools

Abstract

This study examined the relevance of schools based assessment: A case study of selected public junior secondary schools in Ikpoba – Okha   Local Government Area. The study also sought to examine the relevance of using school assessment as a strategy for the evaluation of teaching and learning specifically. Three research questions were raised to guide the study. The study adopted the descriptive survey research design. The population comprised the teachers in the 24 public junior secondary schools in Ikpoba – Okha   Local Government area of Edo State. The simple random sampling method was used to select the sample. Sixty questionnaires were administered and the entire questionnaires were returned and analyzed using mean and standard deviation. The results revealed that teachers have a good perception of school-based assessment, and their application was to a low degree. Based on the findings, it was recommended among others that teachers should apply various assessment techniques in teaching of any subjects. School authorities should make it compulsory that all schools must be involved in school-based assessment; and teachers should be encouraged to employ varieties of evaluation instruments in the assessments of students.

Imasuen Kennedy1 and  I.F. Iyamu (2021) Schools- Based Assessment: A Case Study of Selected Public Junior Secondary Schools, British Journal of Education, Vol. 9, Issue 11, pp.32-43

 

Keywords: Assessment, Curriculum, Performance, School-based assessment, assessment techniques

Article Review Status: Published

Pages: 32-42 (Download PDF)

Creative Commons Licence
This work by European American Journals is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License