Teachers’ Assessment Literacy and Classrooms Practices in Secondary Schools in Akwa Ibom State, Nigeria
Assessment literacy is a critical competency for educators, encompassing knowledge and competency to design, implement, interpret and effectively use assessment to enhance students’ learning. The study seeks to investigate assessment literacy and its impact on classroom practices in order to fill a significant gap in understanding how different contextual factors of assessment literacy influence classroom practices. The study employed a survey research design, with a population of 2,580 teachers and 350 principals, from which study samples of 300 teachers and 30 principals were selected using stratified, random and purposive sampling techniques. A structured questionnaire, interview schedule and observation checklist were deployed to collect data. Instrument validity was ensured by comprehensively incorporating all the study variables and input from assessment specialists. The reliability of the instrument was determined by the test-retest method, and correlation coefficients that ranged between 0.78 and 0.81 were obtained. Data were analysed using Pearson’s Product-Moment Correlations and Multiple Linear Regressions. The results highlight the positive impact of teaching skills and assessment competencies on students’ outcomes. These findings underscore the need for teachers’ assessment competencies to be enhanced through in-service courses, review tests and measurements curriculum, professional development programmes and policy initiatives to support educators in building their assessment literacy, ultimately leading to a more responsive and effective educational system.
Keywords: Teacher, Assessment Literacy, Education, Classroom and Mathematics
Evans, G. U., Uko, M. P, & Akpan G. S
Teachers’ Assessment Literacy and Classrooms Practices in Secondary Schools in Akwa Ibom State, Nigeria
Assessment literacy is a critical competency for educators, encompassing knowledge and competency to design, implement, interpret and effectively use assessment to enhance students’ learning. The study seeks to investigate assessment literacy and its impact on classroom practices in order to fill a significant gap in understanding how different contextual factors of assessment literacy influence classroom practices. The study employed a survey research design, with a population of 2,580 teachers and 350 principals, from which study samples of 300 teachers and 30 principals were selected using stratified, random and purposive sampling techniques. A structured questionnaire, interview schedule and observation checklist were deployed to collect data. Instrument validity was ensured by comprehensively incorporating all the study variables and input from assessment specialists. The reliability of the instrument was determined by the test-retest method, and correlation coefficients that ranged between 0.78 and 0.81 were obtained. Data were analysed using Pearson’s Product-Moment Correlations and Multiple Linear Regressions. The results highlight the positive impact of teaching skills and assessment competencies on students’ outcomes. These findings underscore the need for teachers’ assessment competencies to be enhanced through in-service courses, review tests and measurements curriculum, professional development programmes and policy initiatives to support educators in building their assessment literacy, ultimately leading to a more responsive and effective educational system. Keywords: Teacher, Assessment Literacy, Education, Classroom and Mathematics