Posts Tagged ‘Continuous assessment’

SELF- AND PEER-ASSESSMENT SCORES AS PREDICTORS OF TEACHER- ASSESSMENT SCORES IN ECONOMICS IN SECONDARY SCHOOLS IN AWKA EDUCATION ZONE OF ANAMBRA STATE

July 12, 2017

AUTHOR: IFEJIKA PATRICIA IFEYINWA
DEPARTMENT: EDUCATIONAL FOUNDATION
AFFILIATION: NNAMDI AZIKIWE UNIVERSITY, AWKA

The main purpose of this study was to find out the extent to which self-and peer–assessment scores predict the teacher-assessment scores in secondary school in Awka Education Zone of Anambra State. The study employed correlational research design. Seven-research questions and seven hypotheses were formulated for the study .The population of the study was 13,002 students and 68 economics teachers in the 61 secondary schools in Awka Education Zone. A sample of 803 students (449 males and 354 females) and 26 economics teachers were obtained for the study through proportionate stratified random sampling technique. The instrument for data collection was a short essay test in Economics. Two experts, one in measurement and evaluation unit of Faculty of Education, Nnamdi Azikiwe University, Awka and another in Department of Economics of Faculty of Social Science, Anambra State University Uli validated the test .The t-, F–test, and test of significance for β, were used to test the hypotheses at 0.05 level of significance. The major findings were that: a positive moderate relationship exists between self-assessment scores and teacher-assessment scores, a higher positive moderate relationship exist between peer assessment scores and teacher-assessment scores, male students’ self assessment scores showed a higher relationship to the teacher-assessment scores, the contribution of peer-assessment scores in predicting teacher assessment was stronger than self-assessment scores. The major conclusions were that self -and peer – assessment scores are valid assessment scores, and that male students’ self-assessment scores related more to the teacher assessment scores. Based on these conclusions, it was recommended among other, that policy makers should incorporate self-and peer-assessment as part of assessment techniques to improve continuous assessment in schools, and there should be intensive training and exposure of students to these assessment techniques.

For the full text copy of this document, consult the Digital Library Help Desk.

Advertisements

VIEW THE WORLD

THIS IS A WINDOW THROUGH WHICH CHINWE SHOWCASES HER EFFORTS

Nnamdi Azikiwe University Digital Library

Digital Library for Online resource sharing among the University communities