BASIC EDUCATION TEACHERS’ COMPETENCY LEVEL IN ASSESSMENT FEATURES AND COMPETENCE ATTAINMENT AMONGST PRIMARY SCHOOLS PUPILS IN SAA SUBDIVISION OF CAMEROON
This study assessed basic education teacher’s level in competency assessment features towards competence attainment amongst primary schools pupils in Saa subdivision of Cameroon. The population of basic education teachers in Saa subdivision is 275. The sample for the study was 79 teachers (30 males and 49 females).They were selected based on proportional stratified random sampling. Three research questions guided the study. Survey research design was adopted for the study. The researcher developed a teacher‘s questionnaire titled “Basic Education Teachers’ Level in Competency Assessment Features”(BETLCAF) that was used as the data collection instrument. The instrument consisted of two Parts: A and B. Part A: Teacher’s demographic information (TDI). PART B had three sub-sections that asked questions on the variables of the study. In Part B, Section A covered items 1 to 7 to assess basic education teachers’ skills in designing assessment criteria. Section B had 8 items which assessed basic education teachers’ mastery of evidence-based competency assessment forms. Section C had 10 items which assessed basic education teachers’ strategies for communicating progress that support the learning process and pupils’ success. The response format of each section was on 5 point Likert scale and weights, as thus: Highly Competent (HC= 5 points), Competent (C= 4 points); Moderately competent (M C= 3points); Low Competent (LC= 2 POINTS) and Not Competent (NC= 1point). Data were analyzed through the median rating score. The maximum score for all the items is 125 marks, while minimum score is 25 marks. Total score of each item was taken as the index of assessment of basic education teachers’ level in competency assessment features in Saa subdivision of Cameroon. The instrument was validated by an expert in Test and Measurement. The reliability coefficient of 0. 84 was established using Cronbach’s alpha. Social constructivist theory of Lev Vygotsky (1896-1934) was the theoretical framework adopted for the research. Findings of the study revealed that most teachers are competent in the ability to design skills in assessment criteria and strategies for communicating progress that support the learning process and pupils’ success. However most teachers are not yet competent in the ability to use evidence-based competency assessment forms, such as to monitor Mathematics project, use computer-assisted test, set complex integration situations, observe pupils’ attidudes through checklists, and involve pupils in self-assessment.The study recommended that schools administrators should organise further training workshops and conferences, seminars, symposia regularly with a view to updating teachers already on the field with the building capacity of competency-based evaluation system for the use of evidence-based competency assessment forms. Government should equip schools with computer centres with internet connection that will serve teachers as e- learning libraries. New teachers training college curricula should be drafted to effectively respond to the changing needs of competency-based assessment features.
MVOGO MVOGO Ephrem
BASIC EDUCATION TEACHERS’ COMPETENCY LEVEL IN ASSESSMENT FEATURES AND COMPETENCE ATTAINMENT AMONGST PRIMARY SCHOOLS PUPILS IN SAA SUBDIVISION OF CAMEROON
This study assessed basic education teacher’s level in competency assessment features towards competence attainment amongst primary schools pupils in Saa subdivision of Cameroon. The population of basic education teachers in Saa subdivision is 275. The sample for the study was 79 teachers (30 males and 49 females).They were selected based on proportional stratified random sampling. Three research questions guided the study. Survey research design was adopted for the study. The researcher developed a teacher‘s questionnaire titled “Basic Education Teachers’ Level in Competency Assessment Features”(BETLCAF) that was used as the data collection instrument. The instrument consisted of two Parts: A and B. Part A: Teacher’s demographic information (TDI). PART B had three sub-sections that asked questions on the variables of the study. In Part B, Section A covered items 1 to 7 to assess basic education teachers’ skills in designing assessment criteria. Section B had 8 items which assessed basic education teachers’ mastery of evidence-based competency assessment forms. Section C had 10 items which assessed basic education teachers’ strategies for communicating progress that support the learning process and pupils’ success. The response format of each section was on 5 point Likert scale and weights, as thus: Highly Competent (HC= 5 points), Competent (C= 4 points); Moderately competent (M C= 3points); Low Competent (LC= 2 POINTS) and Not Competent (NC= 1point). Data were analyzed through the median rating score. The maximum score for all the items is 125 marks, while minimum score is 25 marks. Total score of each item was taken as the index of assessment of basic education teachers’ level in competency assessment features in Saa subdivision of Cameroon. The instrument was validated by an expert in Test and Measurement. The reliability coefficient of 0. 84 was established using Cronbach’s alpha. Social constructivist theory of Lev Vygotsky (1896-1934) was the theoretical framework adopted for the research. Findings of the study revealed that most teachers are competent in the ability to design skills in assessment criteria and strategies for communicating progress that support the learning process and pupils’ success. However most teachers are not yet competent in the ability to use evidence-based competency assessment forms, such as to monitor Mathematics project, use computer-assisted test, set complex integration situations, observe pupils’ attidudes through checklists, and involve pupils in self-assessment.The study recommended that schools administrators should organise further training workshops and conferences, seminars, symposia regularly with a view to updating teachers already on the field with the building capacity of competency-based evaluation system for the use of evidence-based competency assessment forms. Government should equip schools with computer centres with internet connection that will serve teachers as e- learning libraries. New teachers training college curricula should be drafted to effectively respond to the changing needs of competency-based assessment features.