CHALLENGES AND OPPORTUNITIES IN INTEGRATING CULTURAL AND ETHICAL DIMENSIONS INTO ASSESSMENT AND EVALUATION
IN PUBLIC SECONDARY SCHOOLS IN CALABAR, NIGERIA
https://doi.org/10.83151/r19t-fg54
The study examined challenges and opportunities in integrating cultural and ethical dimensions into assessment and evaluation in public secondary schools in Calabar, Nigeria. Guided by three objectives and corresponding research questions, a descriptive survey design was adopted. The population comprised 2,455 educators and evaluators, from which 400 respondents were selected using the Taro Yamane formula. Data were collected using the Cultural and Ethical Dimensions in Assessment and Evaluation Questionnaire (CEDAEQ). Experts in Measurement and Evaluation validated the instrument, while reliability testing using Cronbach Alpha produced coefficients of 0.76, 0.81, and 0.84, indicating high internal consistency. Data were analysed using multiple linear regression at a 0.05 level of significance. Findings revealed that cultural and ethical factors significantly influence the implementation of assessment practices. Incorporating these dimensions enhances fairness, transparency, and inclusiveness. The study also found that professional training, community participation, and effective policy implementation are key to promoting culturally and ethically responsive evaluation systems. The study concluded that assessment practices must align with cultural realities and ethical principles to ensure credibility, equity, and sustainability. It is recommended that educational authorities institutionalize culturally responsive policies, provide continuous training for assessors, and actively involve communities in the evaluation process.
Keywords: Cultural dimensions, Ethical considerations, Inclusive social transformation
Ita, Caroline Iserom; Anele, Ezebunwo; Otu, Bernard Diwa; Otu, Stelladeborah Bokan; Ekaette Mfon Useh Ogba, Uwaoma Flora; Ekereke, Aidam Benjamin; Emmanuel King Ekong; Beshel, Ignatius Akwagiobe
CHALLENGES AND OPPORTUNITIES IN INTEGRATING CULTURAL AND ETHICAL DIMENSIONS INTO ASSESSMENT AND EVALUATION IN PUBLIC SECONDARY SCHOOLS IN CALABAR, NIGERIA https://doi.org/10.83151/r19t-fg54
The study examined challenges and opportunities in integrating cultural and ethical dimensions into assessment and evaluation in public secondary schools in Calabar, Nigeria. Guided by three objectives and corresponding research questions, a descriptive survey design was adopted. The population comprised 2,455 educators and evaluators, from which 400 respondents were selected using the Taro Yamane formula. Data were collected using the Cultural and Ethical Dimensions in Assessment and Evaluation Questionnaire (CEDAEQ). Experts in Measurement and Evaluation validated the instrument, while reliability testing using Cronbach Alpha produced coefficients of 0.76, 0.81, and 0.84, indicating high internal consistency. Data were analysed using multiple linear regression at a 0.05 level of significance. Findings revealed that cultural and ethical factors significantly influence the implementation of assessment practices. Incorporating these dimensions enhances fairness, transparency, and inclusiveness. The study also found that professional training, community participation, and effective policy implementation are key to promoting culturally and ethically responsive evaluation systems. The study concluded that assessment practices must align with cultural realities and ethical principles to ensure credibility, equity, and sustainability. It is recommended that educational authorities institutionalize culturally responsive policies, provide continuous training for assessors, and actively involve communities in the evaluation process. Keywords: Cultural dimensions, Ethical considerations, Inclusive social transformation