Assessment of Teachers’ Attitude toward Validation Of Non-Standardized Achievement Test in Secondary Schools

Filed in Articles by on October 20, 2020

Assessment of Teachers’ Attitude toward Validation Of Non-Standardized Achievement Test in Secondary Schools.

Abstract

This study assessed teachers’ attitudes towards the validation of non-standardized achievement tests in secondary schools in Borno State, Nigeria.

Three objectives, three research questions and two null hypotheses were formulated. This was tested at 0.05 level of significance alpha.

The U-test (Mann Whitney) was used to test hypothesis one while H-test was used to test hypothesis two. The survey research design was used for the study with a population of 8100 teachers within the four educational zones in Borno State. Proportional sampling techniques was used to select 447 teachers.

The analysis of the obtained data revealed that most teachers in Borno State have a negative attitude towards validation of non-standardized achievement tests.

267 teachers out of 432 had a negative attitude only 165 teachers have a positive attitude towards validation of non-standardized achievement tests.

There was significant difference invalidation of non-standardized achievement test between teachers with different qualifications in secondary schools in Borno State (H=34.837, P =0.001).

The study also revealed that significant differences do not exist in validation of non-standardized achievement test between experience and inexperience teachers in secondary schools in Borno State (U=1.065, P= 0.287).

Introduction

Background to the Study

There is an increased desire for school effectiveness and improvement at all levels of education in Nigeria. Assessment is one of the key variables in the school system that improve teaching and learning,

therefore it demands that non- standardized achievement test, that is teacher-made test should be valid and reliable to measure students’ real knowledge and skills and not test wiseness or test-taking abilities (Ugwu, 2012).

Non-standardized achievement testis used by teachers for formative and summative purposes. They serve a formative purposes when the results are used to monitor the progress of teaching and learning and summative purpose when the results are used for grading, promotion and certification.

In Nigeria, teachers are required to adopt continuous assessment mode of evaluation and the most commonly used techniques are written tests. The instrument for this assessment is expected to be valid and reliable.

The extent to which secondary school teachers use valid assessment instruments depends on their attitude towards validation to ensure quality in classroom assessment (Alufohai & Akinlosotu, 2016).

At the secondary school level, non-standardized achievement testis adopted in operation of continuous assessment mode of evaluation by the teachers.

References

Arturo, G.S., Elena, M.G., Juan, C.C., Jorge, H.Z. & Garduna, J. (2012). Cognitive, Effective & Behavoural Components that Explain Attitude towards Statistics. Journal of Mathematic Research, 4(5): 1916-9795.

Azuka, B.F., Durojaiye, D., Okwuoza, S.O. & Jekayinfa, O. (2013). Attitude of Secondary School Mathematics Teachers towards the Teaching of School Mathematics in Nigeria. International Journal of Education Learning and Development, 1(1): 22- 36.

BanerJee, S. & Behera, S.K. (2014). The Attitude of Secondary School Teachers towards Teaching Professional in Purulia District of West Bengal, India. International Journal of Academic Research in Education and Review, 2(3):56-63.

Baker, J.O. (2013). Testing in Modern Classrooms. London: George Allen and Urwin Ltd.

Barwal, N. (2011). Attitude of Secondary School Teachers towards their Teaching Profession. International.Journal of Education and Allied Science. 3(1): 1-200.

Byabato, S. & Kisamo, K. (2014). Implementation of School Based Continuous Assessments in Tanzania Ordinary Secondary Schools and its Implications on the Quality of Education. Developing Country Studies, 4(6): 55-62.

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