OPINION OF UPPER BASIC EDUCATION TEACHERS IN THE FEDERAL CAPITAL TERRITORY ON POLICY AND PRACTICE OFEDUCATIONALASSESSMENT

Abstract

This study investigated opinion of Upper Basic Education teachers in the Federal Capital Territory on policy and practice of educational assessment. The study employed a descriptive survey research design. The population comprised all public junior secondary school (Upper Basic) teachers in the FCT. There are 5,215 teachers in public upper basic schools in the FCT (FCTUBEB, 2022). A sample of 520 teachers from public schools were involved in the study. The selection was done by using a multi-stage approach involving both stratified and simple random sampling techniques. A researcher designed questionnaire titled “Issues in Policy and Practice of Educational Assessment among Upper Basic Teachers” was used for data collection. The instrument was validated through expert judgment made by three lecturers to establish the face and content validity. The researchers established the reliability of the instrument through a test-re-test method (within three weeks intervals) on upper-basic teachers that did not participate in the research. A reliability coefficient of 0.74 was established. Frequency and percentage were employed to analyze data collected on the three research questions put forward to guide the study. The results indicated that teachers were of the opinion that students' performance could be used to hold all stakeholders accountable and not teachers alone. The teachers also agreed that teaching to test impacts negatively on curriculum implementation. It was recommended among others that teachers should improve on teaching and assessment practices to enhance their effectiveness as professionals and be accountable. They should avoid teaching to test and promote assessment that enhances comprehension.