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ERIC Number: ED406386
Record Type: Non-Journal
Publication Date: 1993-Apr
Pages: 16
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Conceptualization of Educational Measurement and Evaluation Held by Some Nigerian Secondary School Teachers.
Akindehin, Folajimi
To ensure effective evaluation, classroom teachers should have consistent views of the nature of educational measurement and evaluation. An 11-component model of educational measurement and evaluation was developed from a literature review. Based on this model, an instrument, the Conceptualization of Educational Measurement and Evaluation Scale (CEMES) was developed. The CEMES was administered to 100 secondary school teachers in Ondo (Nigeria) in science, the arts, and commercial and technical subjects; and 77 completed responses were analyzed. Overall, teacher attitudes were similar regardless of their fields. Findings suggest that teachers do not appreciate the use of non-test evaluation techniques. On the whole, there is ample room for improvement in the conceptualization of educational measurement and evaluation held by these teachers. Teacher education may need to focus on these areas to a greater degree. Two tables present study data, and two appendixes provide an additional two tables of values for subject area. (SLD)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Nigeria