Implementation of Continuous Assessment in Science Teacher Education in Programmes in Rivers State.

Chinda Worokwu, Etokeren Inibehe Sunday

Abstract


This study assessed the level of implementation of continuous assessment in Science Teacher Education programmes in Rivers State Nigeria. The sample consisted of 61 Science education lecturers from two universities and one college of Education (technical) in Rivers State, who were surveyed using descriptive survey research design. The research was guided by three research questions and three hypotheses. The Continuous Assessment Implementation Questionnaire (CASIQ) instrument, developed by the researchers and verified by two lecturers in Science Education and one lecturer in Measurement and Evaluation, was used to collect data. The test-retest approach yielded a reliability coefficient of 0.81 for the instrument. The mean and standard deviation were used to answer research questions, and the t-test was used to assess hypotheses at the 0.05 level of significance. The study's findings revealed a low level of continuous assessment implementation by lecturers in Rivers State's science teacher education programmes. In scientific teacher education programmes, there was no significant difference in the implementation of continuous assessment between university and college of education, senior and junior lecturers, or male and female lecturers. It was recommended that professors employ continuous evaluation in making final decisions about students' academic status and that workshops for lecturers be held to introduce them to the various components of continuous assessment.


Keywords


Continuous Assessment, Science Teacher Education, Implementation And Teacher Education

Full Text:

PDF

References


Ali, H. O. (2016). School based assessment in vocational courses and the universal basic education (UBE). Journal of Social Sciences and Humanities, 1(4), 1-15.

Ajuonuma, J. O. (2008). A survey of the implementation of continuous assessment in Nigerian universities. African Higher Education Review (AHER), 1, 1-18.

Anikweze, C.M. (2011). Assessment of Teachers’ Professional Skills in Nigeria: Needed Reforms. Nigerian Journal of Educational Research and Evaluation, 10, 57-68

Berhe, T. & Embiza, S. (2015). Problem and prospects of implementing continuous assessment at Adiga University. Journal, of Education and Practice, 6(4), 19-26.

Danner, R. B. (2011). Authentic Assessment in English Language Testing. In: Adeyemi, K. and Awe, B., Eds., Rebranding Nigerian Educational System, School of Education, National Open University of Nigeria, Lagos, 237-253.

Federal Ministry of Education (2013). National Policy on Education. Lagos: NERDC Press.

Federal Ministry of Education, Science and Technology (1985). The Hand Book on Continuous Assessment. Lagos: Government Press.

Gore, L O, Abe T. O. and Adodo, S. O. (2011). Skewness and Comparability of School based Continuous Assessment Scores. Journal on School Educational Technology, 7 l (2l), 342-353.

Kapambwe, W. M. (2010). The implementation of school based continuous assessment in Zambia. Educational Research and Reviews, 5(3), 99-107.

Long, C., Dunne, T., and Mokoena, G. 2014. A model for assessment: integrating external monitoring with classroom-based practice. Perspectives in Education, 32, (1), 158-178.

Nhat T. H. (2015). An exploratory investigation of the practice of assessment for learning in Vietnamese Higher Education: Three case studied of Lecturers’ practice. Queensland University of Technology: Unpublished Doctoral Dissertation.

Marcus, A. C. & Joseph, E.A. (2014). Science teachers’ and continuous assessment implementation in secondary schools: competence and effects IOSR Journal of Research & Method in Education,4(4)36-41

Muskin, J. (2017). Continuous assessment for teaching and learning: A critical review to reform policy and practice. Series: current critical issues in curriculum learning and assessment. United nations educational scientific and cultural organization.

Ogunyinka, E. K., Okeke, T. I.& Adedoyin, R. C. (2015). Teacher education and development in Nigeria: An analysis of reforms, challenges and prospects. Educational Journal, 4(3), 111-122.

Okwukwo, C. A. (2011). Rebranding National Open University of Nigeria Examination System. In: Adeyemi, K. and Awe, B., Eds., Rebranding Nigeria Educational System, School of Education, Open University of Nigeria, Lagos.

Olufemi, A. S. (2013). Quality assurance, relevance and institutionalization of continuous assessment implementation as perceived by lecturers and students in Nigerian universities. Journal of Educational and Social Research, 3 (3), 253-260.

Orubu, M.E.N. (2013). School based assessment as predictor of students’ performance in junior school certificate mathematics examination in Delta State. Nigerian Journal of Educational Research and Education, 12, 37-44.

Osadebe, P. U. (2015). Evaluation of continuous assessment practice by university lecturers. International Journal of Evaluation and Research in Education (IJERE), 4(4), 215-220

Oyebola, J.O. (2013). Assessment: A transformation tool for enhancing students’ learning. Nigerian Journal of Educational Research and Evaluation, 12, 92-100.

Pereira, D. & Flores, M. A. (2017). University teachers’ perceptions about assessment practices: A study in five Portuguese universities. 3rd International Conference on Higher Education Advances, HEAd’17




DOI: http://dx.doi.org/10.52155/ijpsat.v32.1.4264

Refbacks

  • There are currently no refbacks.


Copyright (c) 2022 Chinda Worokwu, Etokeren Inibehe Sunday

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.