CLASSROOM ASSESSMENT FOR LEARNING: A SURVEY OF MATHEMATICS TEACHERS’ PRACTICES IN THE PUBLIC SECONDARY SCHOOLS IN EDO SOUTH SENATORIAL DISTRICT, EDO STATE, NIGERIA
CHINELO BLESSING ORIBHABOR *
Department of Educational Evaluation and Counseling Psychology, University of Benin, Benin City, Nigeria
KINGSLEY O. OMOROGIUWA
Department of Educational Evaluation and Counseling Psychology, University of Benin, Benin City, Nigeria
*Author to whom correspondence should be addressed.
Abstract
This study examined the Mathematics teachers’ classroom assessment practice for learning in the selected public Secondary Schools in Edo South Senatorial District, Edo State. Nigeria. Stratified sampling technique was used to cluster the 7 Local Government Areas that make-up the Edo South Senatorial District, Edo State, Nigeria into urban and rural public secondary schools. All the 411 Mathematics teachers in the urban and rural public secondary schools formed the sample used in the study. A 26-item three point Likert type instrument tagged, Pattern of Teachers’ Classroom Assessment Practices Questionnaire (PTCAPQ) was used. The data collected were analyzed using percentages and inferential statistics of t-test and Analysis of Variance (ANOVA) and it was found out that the Mathematics teachers are grossly deficient in classroom assessment practice with particular reference to use of assessment instruments and assessment report. Results indicate that there is no significant difference between the classroom assessment practices of the rural and urban Mathematics teachers, and there is no significance difference between the classroom assessment practices based on the years of teaching experiences of Mathematics teachers. Based on the findings, it was recommended among others that teachers should develop positive attitudinal disposition towards best classroom assessment practice.
Keywords: Assessment, classroom assessment, mathematics, learning