TEACHERS' ASSESSMENT LITERACY AS CORRELATES OF ASSESSMENT PRACTICES IN AKWA IBOM STATE
Abstract
Assessment is an important aspect of the teaching-learning process. The amount of information learned by a student in a particular field cannot be determined without an appropriate assessment. This study examined teachers' assessment literacy as a determinant of assessment practices in Akwa Ibom State. The study was guided by two hypotheses. The
correlational design was adopted. The population comprised 2885 secondary school teachers in Uyo Federal Constituency of Akwa Ibom State, Nigeria. A sample of 288 of the population was selected using simple random sampling technique. Two instruments, Teacher Assessment Literacy Test (TALT) and Assessment Practice Questionnaire (APQ) developed by the researcher, were used in collecting data for the study. The instruments were validated by three experts, two in educational evaluation and one in guidance and counselling, all from the Department of Educational Foundations, Guidance and Counselling, University of Uyo. Cronbach Alpha was used to estimate the reliability of the instruments. Reliability coefficient of 0.81 and .79 were obtained for the TALT and APQ respectively. Data obtained were analysed using Pearson's Product Moment Correlation. Findings of the study revealed
among others that teachers' assessment literacy significantly relates with assessment practices. It was recommended that teachers should undergo professional development in assessment so as to become assessment literate for effective assessment practices in schools.
Keywords: Assessment literacy, Assessment for learning, Assessment of learning.
Edidiong Daniel Ekoiso & Edidiong Okokon Udo
TEACHERS' ASSESSMENT LITERACY AS CORRELATES OF ASSESSMENT PRACTICES IN AKWA IBOM STATE
Abstract Assessment is an important aspect of the teaching-learning process. The amount of information learned by a student in a particular field cannot be determined without an appropriate assessment. This study examined teachers' assessment literacy as a determinant of assessment practices in Akwa Ibom State. The study was guided by two hypotheses. The correlational design was adopted. The population comprised 2885 secondary school teachers in Uyo Federal Constituency of Akwa Ibom State, Nigeria. A sample of 288 of the population was selected using simple random sampling technique. Two instruments, Teacher Assessment Literacy Test (TALT) and Assessment Practice Questionnaire (APQ) developed by the researcher, were used in collecting data for the study. The instruments were validated by three experts, two in educational evaluation and one in guidance and counselling, all from the Department of Educational Foundations, Guidance and Counselling, University of Uyo. Cronbach Alpha was used to estimate the reliability of the instruments. Reliability coefficient of 0.81 and .79 were obtained for the TALT and APQ respectively. Data obtained were analysed using Pearson's Product Moment Correlation. Findings of the study revealed among others that teachers' assessment literacy significantly relates with assessment practices. It was recommended that teachers should undergo professional development in assessment so as to become assessment literate for effective assessment practices in schools. Keywords: Assessment literacy, Assessment for learning, Assessment of learning.