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Value and practice differences in Assessment for Learning in Nigerian primary schools
Dissertation (MEd)--University of Pretoria 2020.
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| Format: | Thesis |
| Language: | English |
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University of Pretoria
2021
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| _version_ | 1867613509961908224 |
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| access_status_str | Open Access |
| author2 | Van Staden, Surette |
| author_browse | Van Staden, Surette |
| author_facet | Van Staden, Surette |
| collection | Thesis |
| dc_rights_str_mv | © 2021 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. |
| description | Dissertation (MEd)--University of Pretoria 2020. |
| format | Thesis |
| id | oai:repository.up.ac.za:2263/80500 |
| institution | University of Pretoria (South Africa) |
| language | English |
| last_indexed | 2026-06-10T12:37:17.367Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from UPSpace — University of Pretoria Institutional Repository |
| publishDate | 2021 |
| publishDateRange | 2021 |
| publishDateSort | 2021 |
| publisher | University of Pretoria |
| publisherStr | University of Pretoria |
| record_format | dspace |
| source_str | UPSpace — University of Pretoria Institutional Repository |
| spelling | oai:repository.up.ac.za:2263/80500 Value and practice differences in Assessment for Learning in Nigerian primary schools Van Staden, Surette u17174432@tuks.co.za Onuora-Oguno, Blessing Oghenebrume UCTD Education Assessment for Leaning Formative Education theses SDG-04 Education theses SDG-08 Education theses SDG-10 Dissertation (MEd)--University of Pretoria 2020. The study investigated teachers’ formative assessment practice and the value they attach to formative assessment in primary schools in the Lagos and Kwara States of Nigeria. A total of 120 respondents were selected using the convenience sampling technique. Quantitative research methods formed the basis for analysis and data presentation. The inferential statistics used the Wilcoxon signed-rank test to analyse the data. The study surveyed possible differences in what teachers value and practice on five dimensions of assessment, namely Clarifying and Sharing Learning Intentions, Engineer Effective Classroom Discussion, Provide Feedback That Moves Students Forward, Activating Students as Instructional Resources for One Another and Activating Students as Owners of Their Own Learning. In summary, the study revealed that despite overall positively valuing formative assessment strategies, most of the teachers did not practise formative assessment as they did not adopt the strategy of clarifying and sharing learning intentions as well as the criteria for success with their students. Results of the Wilcoxon signed-rank test showed that there is a statistically significant difference (p<0.05) between the teachers’ practice and the value they assign to formative assessment in Nigerian primary schools. The study notes a high reliance on formative assessment principles by teachers in their daily teaching engagement. As gleaned from the results, the disparity between appreciation of the principles and their implementation remains an area that possibly require further investigation to improve on the level of understanding of the principles as well as their practice and appreciation. bs2026 Science, Mathematics and Technology Education MEd Unrestricted SDG-04: Quality education SDG-08: Decent work and economic growth SDG-10: Reduced inequalities 2021-06-22T12:29:18Z 2021-06-22T12:29:18Z 2021/04/22 2020 Dissertation Onuora-Oguno, BO 2020, Value and practice differences in Assessment for Learning in Nigerian primary schools, MEd Dissertation, University of Pretoria, Pretoria, viewed yymmdd <http://hdl.handle.net/2263/80500> A2021 http://hdl.handle.net/2263/80500 en © 2021 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. application/pdf University of Pretoria |
| spellingShingle | UCTD Education Assessment for Leaning Formative Education theses SDG-04 Education theses SDG-08 Education theses SDG-10 Value and practice differences in Assessment for Learning in Nigerian primary schools |
| title | Value and practice differences in Assessment for Learning in Nigerian primary schools |
| title_full | Value and practice differences in Assessment for Learning in Nigerian primary schools |
| title_fullStr | Value and practice differences in Assessment for Learning in Nigerian primary schools |
| title_full_unstemmed | Value and practice differences in Assessment for Learning in Nigerian primary schools |
| title_short | Value and practice differences in Assessment for Learning in Nigerian primary schools |
| title_sort | value and practice differences in assessment for learning in nigerian primary schools |
| topic | UCTD Education Assessment for Leaning Formative Education theses SDG-04 Education theses SDG-08 Education theses SDG-10 |
| url | http://hdl.handle.net/2263/80500 |