INSTITUTE OF EDUCATION
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Item Teachers' perception of assessment in early childhood education in Oyo state(" Journal of early childhood and primary education ", 2012) Odinko, M. N; Adedigba, OIn Early Childhood Education assessment is an issue because of its many roles. To better understand children’s overall development and monitor their progress through the curriculum and as well ientify children who are at risk of academic failure or who may need special education services, and for us to assess the value or worth of the programme, assessment is essential. All these enormous roles are enough rationale for child educators to have right perception of assessment in early childhood education. This study examined teachers’ perception of assessment in early childhood education. Descriptive survey method was adopted. Three research questions were answered and two hypotheses were formulated and tested at 0.05 level of significance. Two hundred ZOO) early childhood education teachers from both urban and rural were involved in the study. Teachers' Perception of Assessment Questionnaire (TPAQ) was used to collect data. Data collected were analyzed through tables, frequency counts, percentages and mean rating statistical techniques. Results show that the early childhood teachers do not have right perception of assessment in early childhood education and that the predominant method of assessment among them is paper and pencil. Therefore, the study recommended that teacher preparation programmes should include courses in assessment and child observation, and teachers already in the classroom should be trained in the use of purposeful observation, documentation, and analysis of assessment data,Item Assessment of geography teachers utilisation of evaluation instrument in grading students.(Institute of Education,University of Ibadan on behalf of participating West Africa Universities and Ministers of Education, 2011) Okwilagwe, E. A.The study assessed geography teachers' utilization of evaluation instruments in grading students. Using multistage sampling procedure, eight-six teachers who teach senior secondary classes two and three were randomly selected from sixty-five schools in 13 states of Nigeria and Federal Capital Territory. Data were analysed using descriptive (frequency counts and percentages) and t-test statistics. Result indicate that geography teachers adopt the essay type of questions and a combination of essay and objective tests in order to grade students. Other evaluation instruments used and listed in order of utilization are practical work, submitted homework, students' notes, multiple choice and oral tests. Evaluation instruments that encourage higher thinking such as projects and practical test are never or less often used respectively. In terms of group differences in the utilisation of these instrument, findings indicate that utilisation of essay type of test is sensitive to teacher experience and professional status. This implies that teachers with less experience(1-5years) and those with professional training use essay type of test more frequently. Also, male teachers utilise more practical work whereas female teachers utilise student notes in grading students. It was recommended that teachers should be exposed to training and re-training programmes in modern trends of evaluation.