INSTITUTE OF EDUCATION
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Item Strengthening teachers classroom assessment practices for innovative learning and 21st century skills(Educational Assessment & Research Network in Africa (EARNiA, 2020-11) Babatunde, E. O.; Ogunrinde, H. B.Information gathering on students 'performance is a means to assist them to make progress in their educational career and have sound knowledge of concepts and standards. Every activity that goes on between the teacher and the student in the classroom setting is regarded as an assessment which aims at determining the extent to which teaching-learning process had taken place. Strengthening classroom assessments can raise students' overall achievement and can be used to diagnose low-achieving students. Twenty-first century skills require teachers to be innovative and have holistic approach that did not focus only what learners have learnt but also how it was learnt. It is expected that data collected by assessing students will not only be useful for measuring learners' progress only but also for improving their own instructional practice. The current practice of assessment lacks the involvement of learners as a result of teachers' low ability to carry out objective assessment. In the twenty-first century, it is inevitable for teachers to make learning easier and more effective for students. These demands building teachers' capacity in best practices in classroom assessment is inevitable. Effective use of any of the suggested approaches in this paper is capable of strengthening teachers' classroom assessment practices for innovative learning and sustainable development.Item Innovative teaching and assessment during covid-19(Educational Assessment & Research Network in Africa Faculty of Education, Yaounde 1 University, Cameroon, 2021) Akorede, S. F.As numerous countries of the world experienced lockdown, due to the COVID-19 pandemic schools in Nigeria were closed in March 2020. Though schools started partial-reopening seven months after the lockdown in September, severe restrictions remain the order of the day in schools, as it is in some other sectors like sports. Any assurance on when the restrictions will completely be removed appears to be barely feasible at the moment. As a result of the situation, course facilitators in Nigeria were only able to sustain minimal face to face interactions with learners, and they were forced to subscribe to online instructional delivery which poses some substantial predicaments. In view of this, the paper investigates innovative teaching and assessment (selection of YouTube videos, email-based consultation, online mock quizzes and Google classroom) strategies during COVID-19. Different teaching and assessment methods were discussed, and the following lessons from COVID-19 circumstance were highlighted: The Pandemic lockdown offered learners opportunities to access different learning materials to aid their study of the subject area; learners acknowledge the physical presence of visual instructors for their learning of the course resources; another lesson is the significance of a precise and dependable work-book for the course delivered. The paper then recommends that academic organisation should embrace innovation in technology in order to tackle the issues of pressure on server, inadequate computer gadgets, and lack of technical know-how in software installations. Similarly, institution should have an alternative strategy in place to combat the challenges posed by the pandemic without prejudice to students learning and in readiness for future crisis.