The Influence Of Student Assessment On Education Quality

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The Influence Of Student Assessment On Education Quality


Chapter One


Introduction

1.1 Background of the Study

The main goal of providing education to all Nigerians is to equip them with a solid and stable foundation on which to build a self-sufficient existence. Education has always been regarded as the cornerstone of national growth since the country’s independence. The main goal was to analyze the assessment of materials and physical facilities in Tanzanian community secondary schools in order to determine if the schools have the resources necessary for effective teaching and if they adhere to the framework of quality education provision (Gvaramadze, 2008). Tanzania’s educational system has undergone a number of important modifications since independence. The growth plan and extension of secondary education, as well as the removal of racial discrimination and the formation of a single educational system, were all implemented in 1962. (Sumra, 2006). The implementation of five-year development plans in 1964 set out goals for the country’s education. Nigeria has been working to improve secondary education since its independence in 1960, spurred by changing policy positions. However, the growth tactics have been accompanied by a slew of educational issues and planning concerns. Education is one of the most important contributors to national economic performance and human advancement, and as a result, it necessitates a higher level of commitment than other development activities (Roberta, 2002). It also necessitates highly skilled and dedicated personnel, a high-quality curriculum, adequate infrastructure, and adequate teaching and learning materials. When considering concerns of quality education in Nigeria, for example, it is important not to overlook issues such as work load, poor remuneration, and denial of teachers’ rights (Bedi, 2004). In this regard, the purpose of this study is to investigate in depth how Nigeria’s expansion in relation to quality education development has been directed by both macroeconomic and sectorial policies. Two macroeconomic policies, the poverty reduction paper and the Nigeria development vision 2025, were created in the late 1990s and reinforced the education training strategy. Aside from such policies, the government has overlooked education as a primary priority in resource distribution (Malekela, 2000). The educational sector is confronted with the issues of ensuring effective use and accountability of increased resources for the provision of excellent education. Different studies can be undertaken in its numerous components, such as topic areas, school environments, achievement evaluations, and teaching and learning processes, based on the concept that education is a broad area of research (Talbert, 1993). However, in order to have a thorough knowledge, it is necessary to conduct study on quality from the viewpoint of people’s comprehension. To capture their understanding and ideas for change, research on how teachers perceive the quality of secondary school education is required (Shahzad, 2007). Teachers were chosen for this study because they are the primary implementers of the curriculum, and the majority of the facts and issues outlined above require their attention. They encounter numerous realities in schools when teaching, which might lead to criticism. Secondary school teaching, for example, has been criticized for failing to prepare competent individuals (Sharma, 2006). Secondary school pupils are said to leave school unprepared, unable to exhibit professional and life abilities (Benson, 2005), and hence become a burden on their societies (Shahzad, 2007). Secondary school teaching and learning are also said to develop merely transient information and abilities that are only useful in responding tests (Wedgwood, 2006). Furthermore, instructors are accused of paying less attention to conceptual rather than procedural knowledge in their classrooms, which leads to fact memorization rather than concept meaning construction (Wedgwood, 2007). As a result, secondary school students receive just a surface level of information, while the vital work and life skills are neglected (Rajani, 2006). The low test results among Nigerian secondary school pupils reflect this superficial and transitory knowledge. Individualization, cooperation, and real assessment are three more classroom methods highlighted in the qualitative research (Sunstein, 1992). Individualization refers to teachers instructing each student based on the information and experience the student already possesses. Teachers that use collaborative learning allow students to work in groups. Finally, authentic assessment refers to assessment as a byproduct of learning processes. Individual and group projects that occur on a continuous basis rather than at a single point in time can be used to achieve this (Golub, 1988). According to the qualitative research, this collection of teaching techniques can help all students, regardless of their origins, enhance their academic performance. Even individuals in need of more fundamental abilities can benefit from knowing the conceptual underpinning of higher-order cognitive skills (McLaughlin, 2007). Individualization of education does not merely entail the use of unique strategies for low-performing students; techniques designed to aid low-performing students may often benefit high-performing students as well. The qualitative research states that, regardless of the degree of preparation students bring to the classroom, teacher judgments on classroom practices may either substantially help or obstruct student learning.


1.2 Statement of the Problem

Graduates should be able to flourish in a rapidly changing environment, face difficulties and solve issues, be entrepreneurial and generate employment, and be critical and engaged citizens. The quality of secondary education in Nigeria is increasing; important educational successes include increased enrolment of both girls and boys at all levels of school, as well as a rise in the number of instructors and educational institutions. However, secondary education in Nigeria continues to face several obstacles. For example, in Nigerian secondary schools, the curriculum is overburdened, textbooks and other teaching and learning materials are scarce, teachers have low qualifications and teaching abilities, low utilization rates for teachers, poor physical facilities, students spend fewer hours on task, and the community secondary education sub-sector receives inadequate funding in comparison to other sectors.


1.3 Objectives of the Study

The overall goal of this assessment is to look into the impact of student assessments on educational quality in a few different institutions.

The following are some of the specific goals:

  1. To determine the prevalence of student assessment in a sample of schools.
  2. To measure students’ attitudes regarding class assessment in a few selected schools.
  3. To look at the impact of student assessment on their academic performance.
  4. To look at the signs of good education in a few different schools.
  5. Determine how those selected schools have been trying to improve educational quality.

1.4 Research Questions

  1. What is the prevalence of student assessment in a sample of schools?
  2. What are the students’ attitudes regarding class assessment in a few selected schools?
  3. What is the impact of student assessment on their academic performance?
  4. What are the signs of good education in a few different schools?
  5. How have those selected schools been trying to improve educational quality?

1.5 Significance of the Study

By assessing students on their day-to-day tasks in order to sharpen their memory and test them on what they have learned during school, the study will be able to determine the impact of student assessment on education quality.


1.6 Scope of the Study

The population of Adamawa state in Nigeria is studied, however owing to difficulties encountered by the researcher, samples were gathered from the Song local government area of Adamawa state.


1.7 Definition of Terms

Assessment:

The act of assessing someone or something .

Influence:

The ability to have an impact on someone or something’s character, development, or behavior, or the effect itself.

Quality of Education:

A great education emphasizes each student’s social, emotional, mental, physical, and cognitive development, independent of gender, color, ethnicity, financial background, or geographic location. It not only prepares the youngster for testing, but also for life.


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Frequently Asked Questions


How does assessment affect student learning?

As the methods used to assess students are some of the most critical of all influences on their learning, it is well known that assessment have a deep impact on what and how students study, how much they study and how effectively they study.

Why is assessment so important in higher education?

In our modern state, the notion of assessment is more about learning and less about whether it is deep or surface learning. This could be attributed to challenges facing higher education, such as marketisation, massification, access and success.

What are the factors that influence assessment?

Factors That Influence Assessment. Anne-Marie Kimbell, PhD, MSEd, and Chris Huzinec. Factors that impact or influence performance in a testing situation include client/patient/student factors, clinician factors, environmental factors, and those involving the actual testing process itself.

What is the importance of quality of assessment?

Quality of assessment is one of the key features of good teaching. Setting appropriate assessment tasks should question students in a way that demands evidence of understanding. It is also important to use a variety of techniques for discovering what students have learned. 

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