FORMATIVE ASSESSMENT PRACTICES OF SECONDARY SCHOOL TEACHERS IN ANAMBRA STATE

Abstract

Formative assessment is an essential component of teaching and learning because it provides information on students' learning progress and guides instructional decisions. Despite its recognised importance, evidence suggests that many secondary school teachers do not adequately implement formative assessment practices in classroom instruction. This study examined the formative assessment practices of secondary school teachers in Anambra State, Nigeria. Specifically, the study investigated the planning practices adopted by teachers in formative assessment administration, factors affecting the validity of formative assessment test items, and factors affecting the reliability of teacher-made assessments. The study adopted a descriptive survey design. The population consisted of 657 English Literature teachers in 257 public secondary schools in Anambra State, from which a sample of 367 teachers was selected through purposive sampling. Data were collected using a researcher-developed instrument titled Test Items Validation Questionnaire (TIVQ). Face and content validity of the instrument were established by experts in Arts Education and Measurement and Evaluation, while reliability was determined through pilot testing. Data were analysed using frequencies, percentages, mean scores, and t-test statistics at the 0.05 level of significance. Findings indicated that teachers recognised the importance of planning, validity, and reliability considerations in the administration of formative assessment. The study recommends regular professional development programmes to enhance teachers' competencies in classroom assessment and the institutionalisation of quality assurance mechanisms for teacher-made assessments.