Abstract
The place of classroom assessment cannot be jettisoned in the determination of cognitive growth and development of pupils. This study examined lower and middle basic school teachers’ conceptions of classroom assessment in Ilorin Metropolis. Two research questions were raised and one hypothesis was formulated to guide the study. The researchers employed descriptive survey research design for the study. The population of the study comprised all lower and middle basic school teachers in Ilorin metroplolis while the target population consisted of all public lower and middle basic school teachers in Ilorin metropolis. Simple random sampling was used to select 20 basic schools and 300 teachers involved in the study. Teachers’ Conceptions of Classroom Assessment Questionnaire of 4-point Likert type developed by the researchers with Cronbach Alpha reliability coefficient value of 0.77 was used to collect information for for the study. The research questions were answered using descriptive statistics of mean, while the research hypothesis was tested using Two-way Analysis of Variance. The findings showed that the basic school teachers’ conception of classroom assessment in Ilorin Metropolis was positive. Also, the study showed a non-significant difference in basic school teachers’ conception of classroom assessment based on gender and qualification. It was therefore, recommended that sensitization programmed be organised for basic school teachers on the importance of classroom assessment and the need to key into it for holistic development of their pupils.