School-based assessment: Its use and challenges faced by teachers in Obio-akpor local government area
Longjohn, Ibiene Tandi, Abadom Sililayefa
This study investigated the use and challenges of school based assessment among secondary school teachers in both the public and private sectors in Obio-Akpor Local Government Area of Rivers State. Using the descriptive survey design, the study was guided by two research questions and their corresponding null hypotheses. A sample of 340 teachers drawn using convenience sampling was used for the study. Data collection was done using a semi-structured questionnaire titled Teachers’ Usage and Challenges of School-Based Questionnaire. Reliability analysis yielded an alpha coefficient of 0.89. Data collected was subjected to mean and standard deviation in order to answer the research questions, while independent samples t-test was used to test the hypotheses at 0.05 level of significance. Result revealed that teachers in public schools utilize school based assessment to a low extent while their private school counterparts use it to a high extent. The major challenge against the utilization of SBA by both teachers in public and private school was the excessive focus on cognitive assessment. From this result, it was recommended that school administrators should implement programmes aimed at equipping teachers with knowledge of school-based assessment, as well as provide materials and tools to enable them implement it in their practice.