Quiz0105-5 Education Assessment and Evaluation PDF

**3.7.0 Assessment of Learning Outcome** Assessment is part of human life. It is therefore intrinsic to a human endeavour. It provides a framework around which future decisions can be taken. Assessment helps in making judgment as to whether the current states of certain activities, particularly in...

**3.7.0 Assessment of Learning Outcome** Assessment is part of human life. It is therefore intrinsic to a human endeavour. It provides a framework around which future decisions can be taken. Assessment helps in making judgment as to whether the current states of certain activities, particularly in relation to the set objectives about learning have been met or not. The essence of learning, is to enhance a permanent change in human behaviour especially in the formation of desirable attitudes which are necessary for the survival and growth of any individual. **3.7.1 Evaluation** Evaluation is intrinsic to all human endevaours because it provides a framework for which future decisions could be taken. It is a strategy used to determine the worth of something. In other words, it ascertains whether or not the goals of education are achieved in relation to the set objectives (Stufflebeam, 1971). Evaluation is carried out at two levels; namely assessing students' performance, and assessing the programme being run in an educational setting. Thus evaluation is "the process of delineating, obtaining, and providing useful information for judging decision alternatives" (Oliva 1988 p. 476). Therefore, in curriculum studies, evaluation provides a toolkit by which a whole range of educational activities are judged. These range from the qualities of teachers' instructional materials, infrastructures, styles and methods. Also it includes context of education itself, where policies are evaluated. **3.7.2 Importance of Evaluation** Evaluation in curriculum studies is imperative. This is because it provides the basis for continuity and ensuring that the set objectives and standards are maintained. The following are some of the relative Importance of evaluation: - To select appropriate content based on the aims and objectives of the curriculum. - To select appropriate methods to teach the content - To check the suitability and appropriateness of the curriculum to Address social needs. - To give feedback to the planners, teachers and the society as a basis for making changes in the curriculum. - For placement purposes. - For jobs recruitment. - For transfer purposes. - For certification purposes. **3.7.3 Types of Evaluation** **3.7.3.1 Formative Evaluation**: It is also known as internal evaluation. It is a method of judging the worth of a programme while activities are in progress. It permits both the instructors and the learners to monitor how well the instructional objectives are being achieved. Therefore, it is carried out purposely to allow the learners to master the required skills and knowledge as it catches deficiencies. It is also useful in verifying the learning materials, students' achievements, and teachers' effectiveness. Formative evaluation helps in making judgments while a programme is still in its initial stage. It is primarily a building process, which accumulates a series of components of new materials. skills, and problems into an ultimately meaningful whole. **3.7.3.4 Summative Evaluation:** Unlike formative evaluation, it is directed towards a more general assessment of the degree to which the learning outcomes have been attained over the entire course, or some substantial parts of it. The summative evaluation enables the gathering of information to make judgments of the overall merits of the project so that decisions can be made regarding whether to extend or adopt any aspect of it. Summative evaluation usually occurs at the end of the whole programme. **3.8.0 Indices of curriculum non-implementation:** It is a fact that one of the objectives of education to any nation, is to prepare the young ones to face future challenges and develop them to meet the nation's manpower requirements. To realize these, the nation's curriculum must be fully designed and implemented vigorously taking into cognizance that non- implementation may result into vices. These may include high drop-outs/failure rates, examination malpractice, cultism, poor learning outcomes etc. This may create havoc to the entire development of the nation particularly in relation to peace, progress and national unity. **3.8.1 Examination Malpractice** It can be defined as an act of impropriety that takes place in an examination from any stakeholder either before, during or after its conduct before the release of results. It is also regarded as an illegal act of practice, which is performed for one's advantage at the detriment of others (Ado, 2008). Unfortunately, today examination cheats have become epidemic in our nation's educational system. This attitude grossly affects education standard and become retrogressive to our national integrity and development. There are different patterns of examination cheats, such as graphing method, smuggling question papers, illegal importation of examination materials into venues of examination e.g. key notes, cellular phones, blank sheets and writing on palm/clothes tissue paper. Others are impersonation, insults and assaults, organized mass cheating etc. Examination malpractice is caused by factors such as too much emphasis on certificate or paper qualification, socio-economic condition, inadequate or lack of preparation, lack of guidance and counseling service, gross inadequacy of qualified teachers. **3.8.2 High Drop-Outs/Failure Rates** There will be positive impacts on the students and the nation if curriculum is fully implemented by teachers in schools. The invaluable role of education in the development of any society, explains the importance attached to it by the government all over the world. Non-implementation of curriculum may result from so many factors such as poor quality of teachers, non-provision of instructional materials, lack of infrastructures and poor condition of service. Meanwhile, the end result arising from non-implementation of curriculum is that, the pupils/students cannot perform well in schools. This implies that, there will be high failure rates or drop--out from existing schools; and consequently affects the whole system of education. This will go a long way in producing more youths who are redundant and jobless; and hence be a threat to national security. **3.8.3 Poor Learning Outcome** Inadequate implementation of curriculum is likely to result in graduating learners who cannot perform well in their professional jobs. The essence of educational training is to help learners acquire those desirable knowledge and skills for job performance. However, if the quality of education received is poor and learners fail to internalize the knowledge effectively, there is likelihood for the nation to graduate learners who cannot contribute to the nation's economic, political, religious and social developments. Consequently, this will constitute a large number of turnover of non- performing and half-educated graduates for the nation. **3.8.4 Cultism and Other Vices** These constitute social problems which found their way into our educational institutions especially in the universities. A cult denotes a kind of religious and/or social group that operates under a certain name. They have special signs, language and mode of dressing, which are largely known only to their cult members, who are initiated to the group. Some of the popular cult names are Ogboni. Okija shrine. Black Axe, Eye (Bird) etc. (Uche, 1980). Cult members engage themselves into vices and crimes as a means to achieve worldly positions, wealth, examination success, pleasures, etc. They operate secretly because they are criminals and create general unhappiness. They engage in killing innocent students and lecturers, raping, alcoholism, examination malpractice rioting, disruption of lectures, destruction of school properties etc. Therefore, their activities should be checked or contained for education to progress in Nigeria. **3.8.5 Solution to Non-Curriculum implementation** Several education experts have produced very useful insights or suggestions to implement the curriculum successfully. In the early 1980s Fullan (1982) produced the list of factors militating against the successful implementation of curriculum. These factors are referred to as the attributes of the innovation of change, characteristics of the school districts, characteristics of the school as a unit, and factors external to the local school system. In summary, these factors comprise lack of: - monitoring the implementation of the curriculum in the classroom, - maintaining the curriculum after it is no longer an innovation, - ensuring staff development through in-service and participation in workshops, - quality assurance and - lack of adequate instructional materials.\ \ Some of the solutions are as follows: 1. Pre-service and in-service training of teachers. 2. Provision of relevant tutors' guide to the teachers. 3. Provision of instructional materials, at the appropriate time. 4. Sensitization workshops on curriculum content and implementation to all teachers. 5. Proper record keeping and retrieval of students' data and performance. 6. Timely monitoring and evaluation. 7. Observing the ethics of the teaching profession by all teachers.