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
The review looks at task assessment techniques; task outcomes and group structure gem in balancing social loafing. The approach embrace in this paper is to judge the moderate writing that gives well-developed hold to continuation of social loafing event in gatherings and to figure neutralizing from previously mentioned factors. In view of most recent writing novel routes for threatening vibe social loafing is examined. Information was gathered from 200 respondents through self-served polls. The examples comprise of workers of articles of textile industry. Comfort testing strategy was utilized to gather information. Comes about, give definitive report that upgrading assessment show, task outcome and gathering structure were connected with lessened event of social loafing. At gathering level expanded conjunctive task and reward association, heterogeneity and companion assessment increment social loafing while increment in assignment weightiness, content, force, homogeneity, disjunctive and self assessment lessen social loafing and at last increment hierarchical execution. This study generalizes the findings of Khurshid A. et al (2015) in Pakistan.