Education m Nigeria: LOOKING BEYOND TH E 21 S T C EN TU R Y A BOOK OF READING Edited by K olaw ole C .O .O ., B agudo A .A ., M oronko la O .A., A kinkuotu A .O ., B abarinde S.A ., O jedokun I.M. & M eroyi S.l. IBADAN UNIVERSITY LIBRARY iv Education in Nigeria: © Department o f Teacher Education, Faculty o f Education, University o f Ibadan (2016) Education in Nigeria: Looking Beyond the 21st Century A Book of Reading BKaoEgladMoruowd itooel dAe Akinknukool tu. b aCA y: Ba .O.O. Oj A .O.O.A.. Meebrdaoorykiin uSdn.Ie .I S.M.A.. ISBN: 978-978-52551-5-7 Except fo r quotation of brief passages in criticism and research, no part o f this publication may be reproduced, stored in retrieval system or transmitted in any form or by any means, electronics, mechanical, photocopying, recording or otherwise without the prior permission of the copyright owner Published by: The Department of Teacher Education Faculty of Education, University of Ibadan P0Hr9ii snA tLleMEmobaiilli:ei id nS by: :a w e 0tr a 8ee g 0emt e,a MkPiu3359on b 6kO8o lgliams,h18 aIb iilna.cdgoa mHn,o Nuisgeeria IBADAN UNIVERSITY LIBRARY viii Education in Nigeria: Contents CEhdaupctaetrio 1n as Learning A Living Obanya, Pai 1 CEdhuacpatteiro n2 in Nigeria: Beyond the 21st Century Akinkuotu, Yemi Ambrose & Olufowobi, Oludare Okikiola 83 CRheaEdtuh pitnekr i3cationng f oArim Lisb, ePruartpioons ea nadn dT rDuiere Dcteivoenl oopf ment Babarinde, Kola & Oladunjoye, Timothy Olatunde 95 CEhdaupctaer 4TInw t teelnlitgy io Fnenci ries n t a N nC ig den er Stuu ira bstya: eyond the inKanbolwe lDedegvee,lopment Meroyi, S. Idowu 117 CThhea pHteurm 5Moral Impanerea Etixviesste innt iParloisft. APyaoraddeilgem-Bsa amnd TEedaucchaitniog isaiye's n o bne Myoenndto trhien g2 1ins t NCiegnetruiar'ys higher Valentine Ntui, 131 IBADAN UNIVERSITY LIBRARY Education in Nigeria: IX CCahsaepwteorr k6Implicatio nInst feorrventioEducation beyon Fda tmheil ny aWmeolln-Bg eFianmg itlhierso uing hN iSgoecriiaal: 21st Century Ayangunna, J. A., 149 CHhapteFoeragltihve ra 7nneds sP: sAy cRheov-iSepwir oitfu Lailt eBreantuefriets of Mojoyinola, J. K. & Akinwumi, R. 0. 167 CIPn hap rdoums ter 8 otrtiiaoln S oofc iWalo Wrko-Lrkifeer sB aalnadn cthe eo f Employees Ajala, E.M. 191 TChuaHeb pte aletrhc r uSol 9ocsiaisl WEdourckaetrios nb:e Iymonpldic tahteio 2n1ss tf oCre tnhteu ry Ojedokun, I. M. 213 SCohcaiptRelaoti- er 1 oCnuslt 0 huipra iln B CaornrierLydtiae m s pAoffreacrtyin Ngi gGeerniad er Olaleye, Yemisi & Oladiti A. A. 233 CQhuaapliterin Nigteyr a1ian 1 :d P Quzuzalnet oitry Roef aHliitgyh?er Education Adedeji, S. 0. 251 IBADAN UNIVERSITY LIBRARY X Education in Nigeria: CPhThre a ep pte Mar r yitn 12 hg aEnddu tchaeto Rrse afloitry Quality Teaching: Akinwumi, Femi Sunday 267 TChhaep Etderu c1a3tive Face of Yoruba Satirical Genres Ad6jumQ Arinp6 287 TCEo hapt dwucaar edrtios 1 n A 4 Sus Issues and iCnh Nai tgainlleenri a ga b e le sbe yUonnivde 2rs1istty C entury: Ekundayo, T. A. & Lawal, B. 0. 305 CRheappotret ro 15Findings fo Inm Speaccotn odfa Droyc Stcohraolo Rl Teseeaacrhch ACl aCshsarloom Practices in Southwest, N eigresr ia - beyondle tnhgee 2fo1rst ECdeunctuatriyon in Nigeria Kolawole, Clement Olusegun Olaniran 329 VChiratupatel rL 1e6(Edmodo)a arnndin tg ENigerian classrohoe nFvim -l ip ronm Lepsesdo e nst nrts a letaergnyt .in the Aremu Ayotola; Obideyi Ebenezer & Ogundolire Henry 341 IBADAN UNIVERSITY LIBRARY Education in Nigeria: XI CMhaakpinteResearg r c ha 1 7 CFaose forDoctoral Thecsuess ifn a r oN Sigheifrti ain: ASnci eEnxcaem Eindautcioatni oonf m Two Universities Ige, Temisan, & Omilani, Nathaniel, A. 363 TChapMeiasccoh te ne rr cs 1, 8epSttioundse nints M and Textbooks Classroom in 21st Cenattuhreym atics Telia, A. 385 CDhPee a dv petloerp i1n9agogicagl Teachers' Competences on CCoenmtmuruyn Cichaat Uiosne Toef cIhnformation and llenge nologies: A 21st Adedoja, Gloria 405 AChGrs apter 20 eseenss Eincgo nToemacyh eforsr' EUffnedcetirvseta Tnedaicnhgi nof Climate Change Education g of Gbadamosi, Tolulope V. 419 SCehlaf-pter 21APhbyili Ctyo ncsicsa is eCpot, Cognitive Style and Numeric n Ibrardealnat eMse otrfo Sptuodlies nts Achievement in Edidiong E. Ukoh & Orefuwa Oluwaseun 437 IBADAN UNIVERSITY LIBRARY xn Education in Nigeria AChcapter 22 NNoig hieving Sustainable wer aiannd HBiegyhoenrd E tdhuec 2a Dtioenve lopment in 1st CeInnstutirtyutions (HEIs) Babalola, S. 0. 457 CEnhapProgjleis the rL 2a3cting nbgeuyaogned T tehaec 2h1esrt E Cdeunctautrioyn in Nigeria: Olatunji, Samson Olusola 479 AChapteRcetlaivtaedti r n Fg 24 a cTthe SDevelopm ors i cnh oEonlh, aHnocmineg a tnhde CHhoillids'tsic Looking Beeynot nodf tthhee P2u1psti lCse: ntury Salami Ishola Akindele & Falola, Oluwafeyisetan Ibukun 501 CPhlaanpntienrg 25Hints and PresenTeach fionrg TPeraacchtiecre- TErxa tiinnge ethercises ed uLerisnsgo n: Sangoleye, S. A. & Popoola, A. B. 521 TCheaacpteAttituhde r ers 2 s ’ 6 taonwda Prda rEefnftesc't iKvneo AwslseedgProcess in Nigerian’s Preschool sSs em and ysteenmt Amosun, M. D. & Olatujayan, E. A. 537 IBADAN UNIVERSITY LIBRARY Education in Nigeria: xm TCheaacphter 27In Imoer Professional Development Programmes Unsatis Sfiteadte N: Teehdes I sasnude sS uopf pPoarrtt icipation, Nwokocha N., Ajitoni S. 0. & Ajiboye J. 0. 553 MCAM h neo attaipvctxietao e ytg r 2 iaonmni 8t ioTvnreag StrateSouthwestern in0N .D ig ionecgrti oo gryna laD nSitdsus Adercthievement an UnJi.v 0ee.rns aitttsiio einsn Adeyemo, A. & Ayeni, 575 TLCeehaaarcpnhteeerrrss '2i nA9 ttthiteu Rdeesg utolawr aCrldass sGroifotemd Fakolade, Olufemi Aremu 603 CMheaeptitnerg 3th0SEtfufedcetnivtes w e Le Teitahc hB a inl ringn idnng Needs of Streastse tghieros ugh Komolafe, Adebayo Francis 609 CNEhcigoaenproitame riin c3 1tGhreo w21thst Canedn tDureyv:e Tlohpem Heundtd inles of Insecurity Adebowale, Titilola Adedoyin 623 TChNeoa acpw h ter 32 ainndg BHeeyaoltnhd E 2d1usct aCtieonnt uinry S chools Moronkola 0. A. 637 Tribute 647 IBADAN UNIVERSITY LIBRARY Chapter 26 Teachers’ And Parents’ Knowledge and Attitudes toward Effective Assessment Process in Nigerian's Preschool System Amosun M. D. P.hD & Olatujayan E. A. Department of Teacher of Education Early Childhood Unit University of Ibadan, Ibadan, E-mail: Qmosunmoses@Qmail.com. olatuiavanemmanuel@gmail.com Phone: 08160122518, 07062175617 IEndturcoadtiuocnt iotransferringr nefers to the process or designated framework for aunsuoathlleyr t. iIetd i s t skill oa kthneo s,w nva yea rf launc e it s n gt has a nd atn t p dh e r a sg inocailp olepiratifo se fndsu rcoam one generation of ttihoen pine oapnly country tios farto mlar gthei. sE gaernlye rcahlillyd hacocoedp teeddu cpahteionno mtheenroenfo, raes efovroelvmeods ti tes e porr oscoecsiseetys rinesstpitountsioibnisli tyin voof lvdeedv elino pitnrga inhionlgis tcich iledren a ducational organisation process to achieve these lodfutyca gtioo re saddled with the these goals and val a nlsa.l pBruotg irna macmheie vainndg saynsdt elemaartniicnagll yp roecveasls u eosf, ththee a pveroraggrea mNmigeesri adne vperleospcehdo oiln cthhiled tmeaching discovering th uated and asses ust be imbibed by thee ecxhteilndtr etno. wThhiicsh cthhileds see ds ocwieittha l tvhaelu esso lhea vaei mb eeonf necessary component of all hig ha-qsuseaslistmy enet arisly a cvhitialdl hoanodd IBADAN UNIVERSITY LIBRARY 538 Education in Nigeria: Looking Beyond the 2 l ” Century pidreograservneti fy m mspeesc.i aTl hnee epdusr, peovsae of asshigh stake accoun luate a epsrsomgreanmt mise , tom osnuiptopro rttr elneadrsn ianngd, tnhaetrioen a'sr ev amluaensy, gpouarlps oasneds taasbpiilriatyti ornesq. uIti riesm imenptso rtwanhtic tho rreeaflleiscet ththe programme evaluation, foorf daessteersmsmineinntg, ssucchho oals rfeoar ddiniaegsns oasntidc, ffo art s2c0r0e5e)n.ing developmental delays or learning difficulties (Shephar odr, bimpor Ttahnet anpdro dcecause of the i e wf sfae s of a yr ecnht ifldro s rm se en sassisnegs s young children learn,m beyn t cpornosctersusc toinf go th is kner a egsep eowledg crioaullpy tehxrpoeurgiehn taiabl, interactive, concrete and hands-on ways rather gteh ainn p(Brorecdedekuarme, p s it tr ia act s nidm reRaossoning and paper and pencil activportaengtr athnat,t a1p9p9r5op).r iateF oars seesfsfemcteinvte pra istises alone employed in measuring values which are of interest to teaaccht eiscsems eanret orethi er p ers and notteesr atthe adr tbieys iat the Ema nrvloy lvLed inajor peuarrpnoin ga sse oS sess ft aanssd maent.esrsdms TTahsiks Faosrsceer ti(o2n0 0is boldly help ent, regardless of 5a)g ew, ihsi ctho cbheisltd tteeaacchh ecrhsi lmdraekne. aTphper omperaiastuer einmsetrnuctional decren must rely upon t of the skill iss iloenasr naebdo ubty hyoowu ntgo aasn dt hbeeyh agvroiowu ra anndd dtehveenl ocph parnagctei,c eass athpaptr ofpitr ieaxtpe,e ctote sdu plepaorrnti ncgh ilsdkriellns cehxhildibriet nt hleeiarr learning in di . ffFeorre netx awmaypsle ,t hyaonu nogld echr ilcdhrieldnr elena. rYno uanndg exhibit wFuhratth t nh ebyy k ndoowin gin aractthioenrs trhaatnh erju tshta nli swternitiinngg . and may best timo paechraietivvee ath eartm thoer et,e afcohre re mffeucstti vuen daesrssetsasnmde wnth aot fa stshees well as becom s smcheilndt, seite kiss tpoicotlus rwe hoifc ht hcea nc hmilde’ass udreev edloi eff ecroennvt evrasalunets w ainthd dpirffeesreenntts aas sbeaslsamnceendt into two major divisions nampemlye, nfto. rAmsasle sassmseesnstm teonotlss wgehnicehr aullsyu aflallyl IBADAN UNIVERSITY LIBRARY Amosun M. D. & Olatujayan E. A. 539 aecnctoairld itnhge tuos e poref scsrtaibneddardised tests that must beprocedures and administ rattiimone gluimidietsli,n eisn. stIrt uucstiuoanlalyl aadnmd insisctoerriend following categories; achievement tests, intelligence te stfas,l lds iaingtnoo stth ge tmesotrse ( ic contin h Veaacvci, u ly V aocnc , oabnsde rvFaotgiloenmaal na,n d1 9w87o)r.k Insafomrmplainl ga stseecshsnmiqeunetss trhealyt asenleeccdteod a plleyr fioocduss o ofn child performance processes and products over rating tsacla lree,c ocrhde, cpko tirmtfeo laion dp liany v-baariety of contexts. Methods such as (Groniund list, and work s esda maspslees sfmalel nitn, trou ntnhiins g craetceogrodrsy, continuoRuesc , e1n9t9 8a; as s sHeosnsmig,e n1t9 9p6r)ocedures in Nigeria entails the use of aEnddu ceavtaioluna t(i2o0 s0e4s)s mwehnetr ep rito cweasss asts sn will be liberalised bayt e tdat ed in the Nationbastihnagt tehdeumc ainti ownhaol aal sPseosliscle or inm y eo pan n rt t oCno n cont the ticnhuao iunsu oausss esasssessment of the progress of the individual. psychomnogteosr idno mb meheanvti ogurrasdains, b ining styesrmtems orfe qcuoigrensit itvhee, aasfsfeescstimvee nta nodf aremsounltg o efa orlvye rc-heimldphhoaosdis por uatc ttithieo neexrtse nist vteor yw lhoiwch. Tthhiiss misa ya cbhei eavse da apcaqruenirtesd. Assessment is aim n in terms of leae c rd o n g ia n ntg i f tiinvskd e iiln agchievls obuutt e h moedw n oe tm buyc ht eaa cchheirlds as not take ih nads cNoingesid nto cognritia enr astcihoono ltsh. eA sspersonal-social developmeive achievemenets tsom tehnt most often than no ntt, iso cfo ntcheen tchild in development (Adeyemi, 2e0 d1e2t)r.i mIenn t soimf apffleec titveer mans,d pNsiygceh raotmedo toonr pwrhoigcrhe ssfoivremlys latihde g rseoalte emvephhiacsleis oonf tmheo suts e coofn ptia ri npueoru asn da psseensc ai l theasst pborothc etdeuarceh earnsd agnrda dpianrge nthtse raerbey defeating th sment grade levels of children as a te smtaomree ncto nocfe trhn e ee dai mw of assessment as prowess. ir lev itehl othf ee dsuccoartei oannadl IBADAN UNIVERSITY LIBRARY 540 Education in Nigeria: Looking Beyond the 21s' Century institutiMonoss t otimes, the over-emphasis of preschool educational cphaiplderre na nbde inpg n tecormgneidti ve prowess has progressively ledencil testass borftiellnia nct oonrd udcutlel db abseyd tohne steh eier stcoo rseosmeducation ainl tinhset trai igtouatilo onfs .a Thists in childssreesns omveenr te wmhphasis on paper and pencil tests destroys and undiecrhs tnanodwi nsgh ihftosw fr otom hdeilspc otvheermin ga si nwheelrle nast vdaelvuelop programmes which will help them in inculcatinglow. eMs arnayth perre tshcahno obla steealecshse rgsr addoi nngo to fc ocnhsiliddreern t hvee rftaiccta ltlhya a sthe rigt t oh ilgeha ro hrt young children must touch and manipulate objects, build and creatne, sinin mg,any Cons eqauned m emdioa,v elistently, th e aen n xd and p rpesla ayc t out stories and everyday roles, talk asioni no fv awrhioaut s chwiladyrse n ankdn owen avnirdo ncmane n nd which represents assessment would be best served in ways othd tso. tthhaen traditi er Rosegdreasnctr, i opntial pape199o5n) . of r acnodn tpineunocuil sa ssaessssemssemnte nwt hic(hB rceudrerkeanmtlyp foramnds differenDt icffoeurnetnrti esr eosef atrhceh wworolrdks carried out have proved that agossael sosfm aesnset spsrmoecnedt ubruets awlsho icshee kn are progressively developing new as a whole in the evaluation pro otto opnolsyi ttioakne p ianrteon tcso nansidd eration the (NAEYC and NAECS 2009). Apartc efrsosm o fd tehvee laovpeirnagg oe tphreers ac thheo oslo cchieitldy troeoall s pwuhrpicohs et aokfe sa sinsetoss icnogn stihderation the needs of childre sns easnsdm ethnet aascsceeslesrmateinntg aacnqdu ismitoiotniv ahtains ga lf em saoc t , othbere ein atchteivire crhoilled roefn ’ps alrietenrtas rya s anand facilitatin n adopted as a viable means of b2y0 0s2o)m. Te r ge saepprophe usaer cohf w rioate homrk sassese in(Fvaen s manedn tC hperonc, e2s0s0. This is well-supported contribution in evaluation prnotcoersiess haass ab veieanb 1le; Hpaernednetraslo ans saensds mMeanpt, consideration as well (NAEYC, 2009). This isg ievsepne cai agllloyb aiml plioftr taanndt IBADAN UNIVERSITY LIBRARY Amosun M. D. & Olatujayan E. A. 541 buenciqauuesen esnso o ft whios ocrh hiledrr oenw na. rFeu rthe same ansame family, cultural, and experitehnetrima ore, no t dw oe acchhil drcehnil dh avhea st hea vnaereidasb loefs mmoesatn ytohuatn ga "cohniled rseizne (fiSths eaplla”r l abackgrounds. Clearly, these The inability of parents and d, s sKeasgsment will not meet the preschool child assessment, t hteea acphperros pto unde arns taanndd Wtheu rptzu, rp(1o9se9 8o)f. apsr estchheo oilmerpso irst aan cseer ioouf s tihsseu er. oTleh iso mf ripaatere anstsse ssment tools as well the current assessment tools ay lead to ina sassessment of that need to be assessed in dif fearnedn tp crhoicess neglect c iotnucarteioten vwahlueeres cdeisnttoerrts .t hTeh ed eimveplolipcamtieonnt othf atth itsh efoyr nNeeigde ldr iacanr ec htieladcrhenin gis atnhda tl,e aitr nminayg abnedyo ncrde athtiev e2 1sskt iclelsn ttuhrayt. Tahree junseteidfiecda tifo rfo rli fleo-gloicnagl, lperoblem-solving of the fact that something has to be donoen t of oard dthriess ss ttuhd ayrning in and e s iitsu baotironne. out SIpt t r atem ehvaas leb eenent of tnt m oebths heerv Perod od o f b absy lem s esscshmoleanrts that over the years in Nigeria, the etymppeh washisic ho nr ecloiegsn ihtievaev ialyb iloitny poaf p ine rp aren-ds chpoenolc ilh aasc tbiveeitnie sth. eI tsfo- romvearl Tsohmise ocvheirld eremnp bheaisnisg termed as bril clihainldtr oern dhualls bpasreodg roens stihveeilry slceodr etso. adsesceissisomnes natb wouhti chho iws oton hpealpp etre aacnhde rps emncaikl et easptpsr dopesrtiarotey sin tshtre goal of negative attitude on tthoe b pesatr tt eoafc bho cthhi lpdarreenn. tTshe researchers f uecetli othnaatl liancakp porfo kpnroiawtele dasgsee sosnm tehnet ptouorplso smea oy f baes stehses i nagn dc hteiladcrheenr sa nadn du sthe eoirf tkhneoswe lgeadpgse. Tanhder eaftotirteu,d tehse tpoaper investigated fatecato effective assessmenc rhse rrse' sapnonsible for metropolis. t process d ipna rOenndtso' IBADAN UNIVERSITY LIBRARY 542 Education in Nigeria: Looking Beyond the 2 l “ Century Rese1a. rcTho Qwuheastt ioenspurpose of axstesensts idnog ap cahreilndt?s and teachers understand the 2. Tt o wphaep ekrn hat extent do pa aonwdl epdegnec ial ntdes ut sine r eonft os thanedr apsrseesscshmoeonl t tteoaoclhse arsp aprot sfsreosms 3. Tinov owlvheadt einxt eansst edsosm pare nevtsaluating preschool children? values developed by ethnet irp cr orhc ea ileds lsisre ea ntdh et himn? e proerlatatinvcee iomfp gaecttt inong TMmh e ui tshlt is o -st duodlotagye a g sd y aompptelidn gt htee cdhensicqruiptive susimple sampling technique waes uins etdh et rsveeleyc tmo selecio ethod. This study used areas in Ondo metropolis. Purposive samplitn nfi voef tlhe sg tecohcnail agmovpeler,n wmheinlet ueascehd tsoe lseeclteecdt fliovcea lp ugobvliecr annmde nfitv ea rperaiv iant eO pa que was also the following criteria, schools with functionnd roti cmipeattrionpgo slcish oboalsse dfr oomn citl aass well as the number of pupils not bei anlg plreesssc hthoaonl aftitvaec hine dt htoe ppraerst sircoipoamt . Purposive sampling technique was used to select of grcahdoeo 2l itnega cphreerssc hmouols tt ebaec qhuerasli fbieadsed on the fo and must b with the mi lnloimwuinmg qcruiatelirfiiac:a tTiohne I2n0 afrllo, ma teoatcahl olofc 3a0l 3g opva e rwenotrsk ainngd w1i0th0 pprreeschool children of ages 3-6. validated research inesrtrnummeennt tarea. The r secsheoaorlc hteearc mheardse w uesree o uf stwedo, A(2s)s esPsamreenntts KAnsosweslesdmgeen ta nKd nAotwt si tundaem eQluy:e st(i1o)n nPariersec h(oPoTlA KTAeQac)h aenrsd’ c(PouAnKtAs,Q p).e rTcehnet adgaet, a gathered w leedreg e anaanldy seAttitude Questionnaire mean and standard deviatdio nb. y using frequency IBADAN UNIVERSITY LIBRARY Amosun M. D. & Olatujayan £ A. 543 Results aRneds eparrecshch Qooule tsetaiochne r1s: ' Toon wthhea pt uerxptoesnet oisf athssee kssnionwg lae dchgiel do?f parents' Table 1: Parents’ Knowledge o%n the Purpose Assessing a ChildRange N Frequency Mean Std.D Remarks 0-3 303 48 15.9 Some 4-5 303 237 78.3 4.261 0.858 Awarehow 6-8 303 18 6 Tchaibldle. 1P areveals that parents are aware of the purpose of assessing a b(1. 5%To) awn rde nptas that are aware (78%), Parents that are not aware purpohsaet oe rxef at nts t sesnets h sis a in tt hag ae re k vneorwy m child?led ugceh aowf parree s(c6h%oo).l teachers' on the Table 2: Preschool Teachers’ Knowledge on the Purpose Assessing a Child Range N Frequency % Mean Std.D Remarks 0-3 100 6 6.0 Somehow 4-5 100 57 57.0 5.180 1.009 Aware 6-8 100 37 37.0 Tasasb(57e l %s es 2 )i, npg re av ecahlreschi slod t.h Iat ta plsrol teaco e school teachers’ are aware of the purpose of preschool teachers thath ae shrso wths atth ea rPer evsecrhyo oml utecahc haewrsa rteh a(t3 a7r%e )a, waanrde re not aware (6%). tReeascehaerrcs'h pQousseesstsi otnh e2 :k nToow wlehdagte eoxnte ntht ed ou sep aoref notsth aenr da spsreessscmheonotl ctohoillds reanp?art from continuous assessment in evaluating preschool IBADAN UNIVERSITY LIBR RY 544 Education in Nigeria: Looking Beyond the 21st Century a. Toof owthheart aesxsteensstm doen pta troeonltss 'a ppoarstsess in evaluating preschool children ?from th ec oknntoinwuloedugs ea ossne sthsme uenset Table 3: Parents’ Knowledge on the Use of Other Assessment Tools Range N Frequency % Mean Std.D NRoetmarks0-3 303 266 67.9 4-5 303 26 -4.6 2.376 1.132 Aware6-8 303 11 Tasasbelses m3 ernetv etaolosl st haapta prta rfernotms' care not preschool children. Parents thoatn tainrue o auws aarses eosfs tmheen ut sien of other of parents that are som not aware (68%) eavnadl ua(5ti%ng) tbh. eT ou swe hoaf to ethxetern ats dseo e hporews cahwoaorl et. in evaluating preschososlm cehniltd rtoeonl?s e aapcharetr sf'r opmos csoesnst inthueo uksn oawssleesdsgme eonnt Table 4: Preschool Teachers’ Knowledge on the Use of Other Assessment Tools Range N Frequency % Mean Std.D SRoemmeahr0-3 100 23 23.0 okws 4-5 100 6-8 100 -77 -77.0 4.010 0.718 Aware oTtahbeler 4a reveals that preschool teachers' have awareness of the use of eawvaalruea tain sgse spsrmesecnhto otlo oclhsi apart from continuous assessment in on the tanbdl e2. 3% preschool l dtereanch. e7rs7 %w hpo raersec hnoootl awteaarceh earrse iwndhioc ataerde IBADAN UNIVERSITY LIBRARY Amosun M. D. & Olatujayan E. A. 545 iRmepseoartracnhc e Quoef stioprocess? get nti n3g : iTnov olwvehda t ine xttehneti r doc hipldarreenn’tss arsesaelisssem ethnet Table 5: Parents’ Level of Involvement in their Children' Assessment Process S / N I t e m s S A A D S D M e a S td . R e m a r k s n D 1 A s s e s s m e n t 47 2 2 4 12 20 2 .9 8 4 0 .6 7 8 A g r e em u s t b e (1 5 .5 ) (7 3 .9 ) (4 .0 ) (6 .6 ) c a r r ie d o u t fr e q u e n tly 2 D iffe r e n t to o ls 69 2 0 4 3 0 3 .1 2 9 3 .5 5 8 A g r e e s h o u ld b e u se d (2 2 .8 ) (6 7 .3 ) (9 .9 ) w h e n a s s e s s in g a c h ild 3 T h e s k ills o r 56 2 0 9 2 8 10 3 .0 2 6 0 .6 4 0 A g r e e v a lu e s (1 8 .5 ) (6 9 .0 ) (9 .2 ) (3 .3 )d is c o v e r e d in th e c h ild is in flu e n c e d b y th e c h o ic e o f a s s e s s m e n t to o ls 4 A s s e s s m e n t 8 0 (2 6 .4 ) 1 8 4 (6 26 1 3 (4 .3 ) 3 .0 9 2 0 .7 1 7 A g r e ep r o c e s s s h o u ld 0.7) (8 .6 )m e a s u r e o th e r v a lu e s a p a r t fr o m c o g n itiv e s k ills 5 P a r e n ts or 1 7 (5 .6 ) 17 1 5 5 1 1 4 1 .7 9 2 0 .7 8 5 D is a g r eg u a r d ia n s (5 .6 ) (5 1 .2 ) (3 7 .6 ) es h o u ld b e p a rt o f a s s e s s m e n t p r o c e s s 6 A s s e s s m e n t 168 1 2 5 10 3 .4 8 8 0 .6 7 0 S tr o n g lym u s t b e (5 5 .4 ) (4 1 .3 ) (3 .3 ) A g r e e c a r r ie d o u t n o t IBADAN UNIVERSITY LIBRARY 546 Education in Nigeria: Looking Beyond the 21s' Century o n ly to g r a d e b u t d is c o v e r h o w to h e lp th e c h ild le a rn b e tte r 7 A s s e s s in g a 62 2 3 0 11 3 .1 6 8 3 .4 6 2 A g r e e c h ild s h o u ld (2 0 .5 ) (7 5 .9 ) (3 .6 ) h e lp in d is c o v e r in g u n iq u e tr a its a n d s k ills in th e ch ild 8 N ig e r ia 121 1 5 6 10 16 3.261 D .760 A g r e e a s s e s s m e n t (3 9 .9 ) (5 1 .5 ) (3 .3 ) (5 .3 ) p r o c e s s s h o u ld b e m o r e th a n p a p e r a n d p e n c il te s t 9 A s s e s s m e n t 103 1 8 4 16 3 .2 8 7 3 .5 5 8 A g r e es h o u ld b e (3 4 .0 ) (6 0 .7 ) (5 .3 )e m b r a c e d a n d n o t fe a r e d b y c h ild r e n 1 A s s e s s m e n t 23 1 0 7 173 1 .5 0 5 3 .6 3 5 D is a g r e e 0 m u s t n o t b e (7 .6 ) (3 5 .3 ) (5 7 .1 ) lim ite d to w h a t th e te a c h e r ta u g h t b u t a ls o w h a t th e ch ild c a n c o n s tr u c t p e r s o n a lly W e ig h te d A v e r a g e = 2 .8 7 (7 1 .8 3 % ) Tgraabdlee b5 utr edviesacls assessment sohvoe th ur at assess ldh ow bteo h meeelp n m t bth m re u acc s eh t di l bde lae ca nadr rnr ie b de nott oeurt( mneoat no=n3l.y4 9t)o, cthhailnd rpeanp(emr eaannd= p3e.2n9c)il, tNesigt(emriae aans=s3e.s2s6m),e ansts p t esrsoincegs as cshh o feareildu lsdh obue d bldm hoerlpe y IBADAN UNIVERSITY LIBRARY Amosun M. D. & Olatujayan E. A. 547 tino odlsis schoovuerldin gb eu nuisqeude w thraeints aasnseds ssiknigll sa inch tihlde( mcheialdn =(33..1137)),, tDhieff esrkeilnlst ao os rs evthes alues di rs mvaelnute st socoolvsered in t apa(rmt efraonm=3 .c0 h3e cog)n, ita h is ilsde is inve ssskmilelsn f t lu penrocceeds sb syh othe choice of must be carried out frequently(mean=2.9(8m),e apna=r3en.0t9s ), u lads smesesamsuenret snhoot ubled lbime ipteadrt tof asses or guardians construct persoon awllhya(mt t sment process(mean=1.79), assessment must ehaen t=e1a.c5h1e)r. taught but also what the child can Timhep liwese itghhatte pda raevnetrsa agger eies w2i.8th7 thweh iimchp ocratna nbtheir children’s assessment process. ce e orfa gteedtt inasg i7n2v%olv. eTdh iins TDhisecdiffe u rfei srssitonnt lfein odfi nFvel og in f o dfi ntghsawareisn esstsu doyf is that parents achild while the parents and te tahceh eprusr paores ea owfa arses neds stineagc ah eprrse sare at assessment; it is evident that the teachers' leve lo fo tfh aew paurrepno csheo ol mor ess oisf ttheaecmh e etrhsa na rtehat o the ed mor fe t hter apinareedn ttso. Ttehaicsh m aanyd b eco cnodnuncetc taesds etsos mtheen fta cgti vthinagt caownacrleu doefd tthh gea to bvoerth p apraernetnst. sW ainthd the importance of asseste ea cahfeorrse maentioned fact, it can be assessment process. sment an rde tshtiisll mnoaty caofmfepclte ttehlye are notT haew saerceo nodf fointhdeinrg taylpseos r eveaemployed when assessing a child, oefv ea lsesde sthsmate mnta jotrity of the parents other types of assessment tools to s n though teac ools that can be level of awareness of other types of oamssee sesxmteenntt. Itto ois h eervsi daerne ta twhaart et of traditional paper and pencil test which is employelsd aipna rcto nfrtoinmu oth hee taesascehss us emrse innt tphreo cOensdso i nm Netirgoeprioal isis. Trehlea tiimvepllyic laotwio na mofo tnhgi sp iasr tehnatts, athnids IBADAN UNIVERSITY LIBRARY 548 education in Nigeria: Looking Beyond the 2 l “ Century mmaaky el euasde otof tah essituation wvalue which is em toeoaslsu rtehde here reibs y mcroesatt inteachers and schools do not corroborates Adeyemi (2012] wthheo acsosg gn a situation where the only only measure cognitive values while aet rt iteidv e thvaatl uNei.g eTrihains sfcinhdoionlgs oawthaerre nveasluse os f soutchhe ra st ytphees aofffe acstsivees samnedn the s tp styocohl om amoteo rt. imPoeo rn epgalerecntitnagl tmhaajto craitny boe fu sthede bpya rpeanrtesn tsle aatv eh otmhee aalssos elsesamd s sm too sat seistupaetciioanll yw thoeorles kpnreoswch tohoalt tchheirlder aen to teachers al ent process of their home. The reason rbee thoionlds wthhisic mh icgahn o nbee uasse dm tajority of them hardly believe that teachers are supposedt be becaus oe a msses to be the onoess t s paa crheinldts esolely ins vimenvolvp a eldy t bweiltihe vaes tshessment process while mand pencila et vtahleu atrtiuoen .t eTsht oof a child p arjoowriteys s osfh othueld tbeea cthieedr st os pimappelyr are otheTrh aes sleassstm feinndt itnogo ls u, tghhe ym haajorrdity of them are aware that there parents and teachers towawh ly make use of them. process revealed that marjd isc hsa lsieenekt sf actots doins cporveesrc htohoel aaststietsusdmee notf favourably d ority of the parents and teachers are avsasreiasbsmlese nbtust, istpraoistesd extop etchtee dd iifnfe retnhte paosints such the p sessed ch ialds tahme otnimg inogth eorf athree athbeiliirt yl eovfe tlhs eo cf ainrevnoltvs also disagreed with two vital points which not erase the fact thhialdt mtoa ecmonesnttr uwctit hk naoswselesdsmgee. nTth pesreocess as well jority of teachers and paren tvsi taarle pporionptse rd aos dpiasrptosed to changes in assessment process yet the level o lyf amnods t ic pipaarteinotns orefj pecatreedn tist. iFnu trhthe child assessmconstruct knowledge was aelrsmo ofrroew thnee da bi elintyt is vital even though concept of tabula rasa which means that thea cth ailsd oitf i as cehviildde tnot dtheavte ltohpe tohne t hteea cchhieldrs's a prea rtto s ttiella chho ladnsd s wnoayt faamciolintagt em uonstr apv ekllniows nothing and arenntgs aonf dk nteoawclheedrgse. IBADAN UNIVERSITY LIBRARY Amosun M. D. & Olatujayan E. A. 549 TConcluknhoisw lset suiondgdey aws was desigprocess of prescehlol oals ca ne htitli dtu dteo offi npda reout the level of awareness of that both parents and teadcren in O nts and teacher hers neendd oto m imetproropvoeli so.n I tt sw taos adsissecsosvmereendt faasv oreugraarbdles tdhiesp uosseit iaonnd ttoh e purpose of assessment i hne sirp iktne oowf lethdegier atoreo lsr ewalhlyic hr eilsa tniveeeldye udn tkon of iatc. ilFiutartteh earpmpororep rtihaete tayspseess somf eansts epsrsomceensst wmaosr ea ilnso t hdei secvoavlered that t weanc hteor sm aonsdt parents and teachers and it that children huaavtei onin phreorceensts oskf pa itlhlse pinre stc rents hheomo lewr nseedh bicyh utnod perasrttaicnidpiantge discovered by teachers alone. may not be RBaesceodm omne nthdea tfiionnsrecommended for dbientgs recorded in this stI. Increased sentseirti zparteisocnh osohl opurladc tbicee sc i und Oy,n dthoe m feotlrloopwoilnisg: are aosrsieensstainteg bporethsc htoeoalc hcehrisl draennd paren arrie , care mtsu sot n d tohuet tobe takpeu rpproospee rolyf athsesems seudn dersta n to help affective abnads epds nodn cthoagtn itai vep raeb-islcithyo oalleorn e isb unt oatl son ebcaessesda riolny II. pFurortpheerr mmoere, di yffcehroemotor disposition to knowledge. available toa stu nt eraecmheernst aosfsessmas w veallr iao eunst tvoaolluss parente which can f ss sos htohualtd eb oes temr atdhee cphrioldce sgsr owwil l obpe tcimararlileyd boyu t uwnirtahv ethe s valuation values. lling o led iaffiemr eonft hseklpililns g atnhde III. cPhrioldp ers ohroiuelndt atbioen mofa tdhee ptoo tehnetilapl s paanrde nptoss siabnilities of the kunnodwerlsetdagned atnhde dlaetveenlto paibnigli tiaetst roibfu tthees achnidld in c do nstterauccherskills which tianrg s e IBADAN UNIVERSITY LIBRARY 550 Education in Nigeria: Looking Beyond the 2111 Century nreocte itvaeu gohrti ebnyta ttihoen toena cthheer imorp parents. Parents should also IV. tPhaeriern cths iladnrde nT'se aacshseersss msheonut lpdr o ocertance of getting involved in use of deveiopmen be strsa. in can enhance holisttiacl lyd eavpeplropriate a essde sosnm tehnet nteoeodls fworh itchhe pscahpoeorl acnhdi lpdernenci l baesysoenssdm 2e1nstt o cpemnteunrty arnadth eerd uthcaanti oun. s inogf opnrley­ ARdeefeyreemncpi,r eIsim, a2r0y1 2s.c hoAo lreview of continuous assessment process in BredekaDmepp,a rtSm, en&t oRf oE daussceastsimone.nt and curriculum. Harrisburg, PA: Early Laepaprnroinpgr iaSttea cnudrar segra ridcus luTm nt , anTd. as(s1e9ss9m5)e; nt Rfoera cyhoiunngg cphoitldentials, ask Force (2005) ren. . HFairnraisl burregp,o rPtA : aPnAd guidelin Fan, X. D&e paCrhtem es ne, n o Mt n o af sEsdeusscma ent and curriculum. academic a. ch(i2e0v0e1m) t.i oPna.ent: renAt al minevtao-lavnemalyesnits . and students' Educational Federal Psychology RevieLGaogvoesr: nFmedeenrta ol fG N wi,g 1er3(1), 1-22. Groniund,G.(1998) Portfoovlieorsn iam. e(1n9t 7P7r)e.s Ns ational Policy on Education. works enough? as an assessment tool, is collection of Henderson, A (2002); AY noungfamily an ew wCahviled roefn e, v53(3), 4-10 AustinTX.d community connectio indse nonce s, ttuhdee inmtsp aaccht ioefv secmheonotl., Honig,Ap. rog(1ra9m96m).eEsv. aluation of early childhood enrichment 37 Early Childhood Development and Care 120,29- Ahtstsp.p:/d/fwww R.neatreivecv.eodr g/files/naJuelvyc /file/pos7it tiho, ns/Stand2C0u1r6r IBADAN UNIVERSITY LIBRARY Amosun M. D. & Olatujayan £ A. 551 NationalN Aatsisooncaila tAiosnso for thDepartments coifa tEiodn e u E coatf d uEcaartliyon of Young Children (NAEYC), ion (N ACEhCilSd/hSoDoEd) .S p( ecialists in State 2009).Where We AStvaanilda bolne fCroumrriculum, Assessment, and Program Evaluation. National Association for the Education of Youn g .WChaisldhrinegnt. o(n2, 00D9C):. RWeher/filtersie ev ewd e /naeyc/J sutlayn d on school readiness Shepard, L. 2005. Lfiilnek/p 7otsh’i tio2n0s16 from http://www.naevc.org ing form/atRiveea diansessess.spmdfe nt to scaffolding. ShepardE, dLucational Leadership 6reco.,m Kmaegnand,a tSio., n&s Wfuorrt z 3, (E3.) 6(E6-70 early ds.)c. hi(l1d9h9o8o)d. PrinciWashington, D.C.: National Education Goals Panela. sse pslsems eanntds Vacc, N.t, hVea DccIA, LN .a s& aFoglschool Psycho plorgeyd emictan, M. 1987.P, 25o(r1 o) f4 f5ir-s5t1-grad ree- spcehrofoorl mscarneceen. iJnogu: rnUasli nogf IBADAN UNIVERSITY LIBRARY