ASSESSMENT FOR LEARNING: UNIVERSITY TEACHERS’ UNDERSTANDING AND PRACTICES IN NIGERIA

ASSESSMENT FOR LEARNING: UNIVERSITY TEACHERS’ UNDERSTANDING AND PRACTICES IN NIGERIA

Abstract

The study explored university teachers’ understanding and practice of formative assessment, using a mixed-method approach. Sample of 108 teachers were randomly selected from two universities in Ebonyi State. A 29-item Understanding and Practices of Formative Assessment Scale for Teachers (UP_FAST) was developed and validated. The data collected were analysed using descriptive statistical and factorial analysis of variance techniques. The results show that the teachers have some knowledge of aspects of formative assessment like perception of assessment as ongoing process, using assessment feedback to modify instruction to meet students’ needs, and effective classroom discussion. Some aspects of formative assessment practiced by the teachers are engaging students in clarifying learning goals and providing formative assessment feedback. It was also found that factors that hinder effective use of formative assessment during lecture delivery are limited time, large class size, inadequate infrastructural facilities, inadequate pedagogical knowledge and students’ attitude. The test of hypotheses reveal that there are no significant interaction effects of qualification, experience and rank of teachers on their understanding, F(4, 85) = 1.975,  p>.05 and practice of formative assessment F(4, 85) = 2.385,  p>.05 ), although main effect of experience on understanding was significant, F(4, 85) = 2.602,  p<.05. Based on the findings, it was concluded that capacity of university teachers be built to be able balance summative and formative assessment in higher education for enhancing student learning and performance.

TABLE OF CONTENT
Title page- – – – – – – – – i
Approval page – – – – – – – -ii
Dedication – – – – – – – – -iii
Acknowledgement – – – – – – – -iv
Abstract – – – – – – – – – -v
Table of content – – – – – – – -vi

CHAPTER ONE
INTRODUCTION – – – – – – – -1
1.0 Background of the study – – – – -1
1.1 Statement of the problem – – – – -5
1.2 Purpose of the study – – – – – -6
1.3 Significance of the study – – – – -8
1.4 Research questions – – – – – -9
1.5 Scope of the study – – – – – – -10

CHAPTER TWO

LITERATURE REVIEW – – – – – – -11

CHAPTER THREE

Research methodology – – – – – – -39
Design of study – – – – – – – -40
Area of study – – – – – – – – -40
Population of the study – – – – – – -41
Sample and sampling techniques – – – – -41
Instrument for data collection – – – – -41
Method of data collection – – – – – -42
Method of data analysis – – – – – – -43

CHAPTER FOUR

Presentation, analysis and interpretation of data – -48
Discussion of findings – – – – – – -56

CHAPTER FIVE

Summary of findings – – – – – – -60
Conclusion – – – – – – – – -61
Recommendations – – – – – – – -62
Suggestions for further research – – – – -64
References – – – – – – – – -65
Appendix I – – – – — – – – -68
Questionnaire. – – – – – – – -69

ASSESSMENT FOR LEARNING: UNIVERSITY TEACHERS’ UNDERSTANDING AND PRACTICES IN NIGERIA

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