Etobro, A. Benjamin (Ph. D.) and Banjoko, S.O. (Ph. D.)
Senior Secondary School Biology Teachers’ Perceptions on Classroom Assessment in Lagos
State
One of the important features of a teaching-learning process is the assessment of behavioural
objectives. Studies have revealed that assessment is a powerful instrument in determining the
extent to which stated objectives are being achieved. However, its effectiveness depends on
diversified variables such as teachers’ attitudes, competency in content delivery, pedagogy and
teaching styles. To accomplish this goal, teachers have to be versatile and skillful in the art of
assessment. There is need to evaluate Biology teachers’ perception about this set of assessment
knowledge and skills. This study therefore was carried out to investigate Biology teachers’
perception on educational assessment practices. It also asserted the relationship among teachers’
educational qualification, experience, age and nature of school on assessment practices.
Researchers in this study employed a survey design. Eighty-five Biology teachers were
purposively sampled from the six Education Districts of Lagos State. The instrument for data
collection was a questionnaire. The reliability index of the instrument was .79, using Cronbach
Alpha. Three research questions were answered. Results showed that the teachers perceived
classroom assessments as a process of administering a test to students with a view of awarding
marks and reporting such to students, parents and other stakeholders. The most preferred
assessment techniques were multiple-choice tests, essays and practicals; while the least utilized
method was anecdotal. There were no significant contributions by the teachers’ gender, teaching
experience and age on their perceptions about assessment practices. Recommendations were
made based on the findings.
Etobro, A. Benjamin (Ph. D.) and Banjoko, S.O. (Ph. D.)
Senior Secondary School Biology Teachers’ Perceptions on Classroom Assessment in Lagos State
One of the important features of a teaching-learning process is the assessment of behavioural objectives. Studies have revealed that assessment is a powerful instrument in determining the extent to which stated objectives are being achieved. However, its effectiveness depends on diversified variables such as teachers’ attitudes, competency in content delivery, pedagogy and teaching styles. To accomplish this goal, teachers have to be versatile and skillful in the art of assessment. There is need to evaluate Biology teachers’ perception about this set of assessment knowledge and skills. This study therefore was carried out to investigate Biology teachers’ perception on educational assessment practices. It also asserted the relationship among teachers’ educational qualification, experience, age and nature of school on assessment practices. Researchers in this study employed a survey design. Eighty-five Biology teachers were purposively sampled from the six Education Districts of Lagos State. The instrument for data collection was a questionnaire. The reliability index of the instrument was .79, using Cronbach Alpha. Three research questions were answered. Results showed that the teachers perceived classroom assessments as a process of administering a test to students with a view of awarding marks and reporting such to students, parents and other stakeholders. The most preferred assessment techniques were multiple-choice tests, essays and practicals; while the least utilized method was anecdotal. There were no significant contributions by the teachers’ gender, teaching experience and age on their perceptions about assessment practices. Recommendations were made based on the findings.