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EDUCATION

THE EVALUATION OF TEACHERS’ KNOWLEDGE OF TEST CONSTRUCTION PROCEDURE FOR THE CHEMISTRY OBJECTIVE TEST IN SENIOR SECONDARY SCHOOLS

THE EVALUATION OF TEACHERS’ OF TEST PROCEDURE FOR THE CHEMISTRY OBJECTIVE TEST IN SENIOR DARY S

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Testing has been an element of the educational system since its origin. Testing can be considered as a series of tasks provided to a person, the execution of which is dependent on the presence of a particular body of knowledge and skill.

The emphasis placed on ongoing assessment in Nigeria’s educational system has given a boost to our educational institutions’ testing system. The al Policy on n (2004) highlights the significance of continuous assessment by declaring that nal Evaluation and Evaluation will be liberalized by basing them in whole or in part on continuous assessment of the individual’s progress.

This indicates that teachers should evaluate both the initial and final behavior of students in the subject being taught, as this will reflect the particular student’s progress during the course.
Continuous assessment has been offered as a novel assessment method (Yoloye, 1984), (Firth and Macintosh, 1984), and (Firth and Macintosh, 1984). (Ughanadu, 1994).

Continuous assessment, according to them, is a more valid type of evaluation than conventional examination or traditional assessment methods. Continuous assessment is superior because it can sample a far broader variety of skills and abilities inherent in a course of study. In many ways, continuous assessment presents a challenge to both the student and the scientific instructor.

A 1980 handbook from the Federal Ministry of Education describes continuous assessment as a way for determining what pupils have learned from their learning experiences in terms of information, thinking, reasoning, character development, and so on.

 As with the majority of educational disciplines, science topics and chemistry in particular provide unique prospects for the implementation of continuous evaluation. There are three key areas (components) that lend themselves to evaluation in any science subject: cognitive (theoretical) aspects, psychomotor (manipulative) aspects, and emotional (attitude) elements.

With the advent of continuous assessment, there is a greater requirement for room teachers to design and deliver exams in order to acquire essential information about what has been done during the teaching-learning process. In this way, testing can be utilized as both a teaching tool and an evaluation tool. These objectives are vital in the chemistry room.

 When utilized as a teaching tool, the results of a testing exercise provide immediate feedback on the learning that has occurred in the room. As a teaching aid, testing identifies faults with established teaching practices or identifies students’ weaknesses and strengths.  In this situation, testing functions as a diagnostic tool.

As an assessment tool, a test measures achievement, forecasts performance, and facilitates selection procedures.
 Therefore, testing provides essential information for making decisions regarding students, teachers, and the program.
Teachers administer accomplishment assessments in order to evaluate the efficacy of the educational process.

 According to Ughamadu, Onwuegbu, and Osunde (1991), these are examinations that determine the extent to which a person has gained certain knowledge and mastered particular abilities, typically as a result of targeted training.

 Teachers in the majority of our schools design and administer the majority of these assessments to determine how much their students have learned during the course of their instruction. In the majority of cases, these tests are not evaluated for validity and reliability, which are the most essential characteristics of a good test.  According to Osunde (2000), “Teacher-made” examinations are typically poor in a variety of ways. The most frequent error is a result of bad communication.

THE EVALUATION OF TEACHERS’ OF TEST PROCEDURE FOR THE CHEMISTRY OBJECTIVE TEST IN SENIOR DARY S

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