Abstract
Feedback on classroom assessment is an integral part of teaching and learning. The teacher as classroom manager needs to understand the importance of feedback in enhancing learning. As such, the study investigated teachers’ classroom assessment feedback activities in Osun State Secondary Schools. The study adopted the descriptive research design. The population comprised 5204 senior secondary school teachers in Osun State. A sample of 288 teachers was selected using multi-stage sampling procedure. Two Local Government Areas (LGAs) were selected from each of the three senatorial districts of the state using simple random sampling; from each of the LGAs, four secondary schools were selected to make a total of 24 schools using random sampling technique. From each school 4 teachers were selected using stratified random sampling technique, using discipline as stratum (Science, Commercial and Arts) making a total of twelve (12) teachers. Data for the study were collected using one research instruments; Teachers’ Classroom Assessment Feedback Activities Questionnaire (TCAFAQ). Data collected were analyzed using percentages and frequency. The result showed that not less than 95% of the sampled teachers engaged in the use of summative and formative classroom assessment feedback activities in giving assessment feedback to their students. The results also that 82.8% of the sampled teachers made use of norm-referenced classroom assessment feedback activities. The results further showed that 74 of the respondents (33.6%) claimed that “`Indiscipline, Absenteeism and nonchalant attitude of students towards learning” were the major constraints to their classroom assessment feedback activities. This is followed by 25 (11.4%) and 24 (10.9%) of the teachers were of the claimed that “Teacher Professionalism” and “Nonavailability of Instructional Materials” were constraints to classroom assessment feedback activities respectively. The study concluded that classroom need more information on the assessment feedback activities to improve teaching and learning activities in the schools.