EXPLORING SUBJECT TEACHERS’ PERSPECTIVES ON CHALLENGES AND OPPORTUNITES IN ENHANCING ASSESSMENT LITERACY IN SENIOR SECONDARY SCHOOL PHYSICS IN ABUJA : IMPLICATIONS FOR PRACTICE AND POLICY
This study explores the perspectives of senior secondary school physics teachers in Abuja regarding the challenges and opportunities associated with enhancing assessment literacy. Data were collected from 120 respondents using a structured questionnaire, demonstrating a reliability coefficient of 0.87 via the Cronbach Alpha technique. Results indicate that while teachers possess a moderate confidence level in their assessment abilities, they face significant challenges, particularly time constraints and student engagement. Additionally, a positive correlation was found between resource availability and the quality of assessment practices. Recommendations include implementing structured assessment workshops to enhance teachers’ skills, developing mentorship programs to support novice educators, and promoting collaborative assessment planning sessions among physics teachers to foster growth and improve assessment outcomes. This study advocates for targeted professional development initiatives to support assessment literacy in physics education.
Keywords: Assessment Literacy, Physics Education, Senior Secondary School, Professional Development, Continuous Assessment.
Uwadileke Obi & Olusegun Godwin Ogundare (Ph.D)
EXPLORING SUBJECT TEACHERS’ PERSPECTIVES ON CHALLENGES AND OPPORTUNITES IN ENHANCING ASSESSMENT LITERACY IN SENIOR SECONDARY SCHOOL PHYSICS IN ABUJA : IMPLICATIONS FOR PRACTICE AND POLICY
This study explores the perspectives of senior secondary school physics teachers in Abuja regarding the challenges and opportunities associated with enhancing assessment literacy. Data were collected from 120 respondents using a structured questionnaire, demonstrating a reliability coefficient of 0.87 via the Cronbach Alpha technique. Results indicate that while teachers possess a moderate confidence level in their assessment abilities, they face significant challenges, particularly time constraints and student engagement. Additionally, a positive correlation was found between resource availability and the quality of assessment practices. Recommendations include implementing structured assessment workshops to enhance teachers’ skills, developing mentorship programs to support novice educators, and promoting collaborative assessment planning sessions among physics teachers to foster growth and improve assessment outcomes. This study advocates for targeted professional development initiatives to support assessment literacy in physics education. Keywords: Assessment Literacy, Physics Education, Senior Secondary School, Professional Development, Continuous Assessment.