TEACHERS’ CLASSROOM ASSESSMENT PRACTICE AS AN IMPERATIVE TOOL FOR SUSTAINABLE DEVELOPMENT

The study examined the nature of classroom assessment practice of secondary school teachers and how this could sustain national development. A survey research was carried out on senior secondary three class (SS3) students in Southwest Nigeria. Two senior secondary schools were selected from schools in each of the six state capitals in Southwest and 50 SS3 students were selected from each of the selected schools through simple random sampling technique. Total student sample used was 600. Three research questions were answered and one hypothesis was tested at P<0.05. One instrument titled Teachers’ Classroom Assessment Practice Questionnaire (TCAQ) with reliability coefficient of 0.89 using Crobanch Alpha was used to gather data for the study. Frequency, percentages, mean and Pearson Product Moment Correlation statistics were employed to analyse data collected. Results showed that secondary school teachers concentrated mostly on using essay, practical and homework for assessment at the expense of new forms of assessment like computer-based, portfolio and self-assessment. It was also discovered that teacher assessment practice was moderately based on clear purposes and targets with low involvement of students and ineffective communication of assessment reports. There was significant positive and moderate relationship between teachers’ classroom assessment practices and sustainable development. It is therefore recommended that classroom assessment practice should be tailored towards developing skills in students. Also, use of self-assessment, portfolio, performance and observations should be used as assessment methods in the classroom. Assessment should be purpose-driven with effective students’ involvement for it to bring about quality education for sustainable development.