Abstract
Continuous assessment enable students to enhance their learning skills. Similarly, it help teachers to improve their teaching competencies. Continuous assessment help to develop and implement a national curriculum that respond to domestic developmental needs and global changes. However curriculum planners and classroom teachers in Nigeria are disconnected in the design and implementation of continuous assessment. Students are therefore faced with overloaded assessment and poor feedback from teachers. Teachers become unproductive and stressed seeing that no real learning has taken place in their students. To solve this problem, an experiment was carried out by applying SOLO Taxonomy in the design of assessment for students in Junior Secondary Schools in northeastern states of Nigeria. A total of 80 teachers and 400 students from 10 junior secondary schools formed the sample. Problem posing framework was used to determine the differences in quality of assessment design by teachers who adopted SOLO taxonomy and those who implemented the traditional assessment. T-test was used to determine the differences in the performance of students who went through the five stages as opposed to students who did notl. It was discovered that teachers who used SOLO taxonomy had strong positive impact on their students and tend to develop assessment that accurately measure the learning of students than teachers who did not. The results also show significant difference in students’ performance. It was recommended that curriculum planners and classroom teachers should be re-trained on the adoption of SOLO Taxonomy in the area of assessment design and curriculum development.
Presenters
Akilahyel KusaLecturer, School of Arts and Social Science, Adamawa State College of Education, Adamawa, Nigeria Prof. Kamkiws M Zirs
Professor, Educational Foundation, Adamawa State University Mubi, Adamawa, Nigeria
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
CONTINUOUS, ASSESSMENT, CURRICULUM, DEVELOPMENT, SOLOTAXONOMY, STUDENTS
