SBA ASSESSMENT TOOLS AND PRACTICES OF ECONOMICS TEACHERS: TEACHERS AND STUDENTS PERCEPTION

Abstract

The study examined school-based assessment tools and practices of Economics 
teachers in secondary schools in Anambra state. The population of the study 
comprised all the 258 SS 2 Economics teachers in government-owned secondary 
schools in Anambra state, as well as all SS 2 students offering Economics in 
government-owned secondary schools in the 2017/2018 academic session. The 
research design was descriptive survey. Simple random sampling technique and 
proportionate stratified random sampling technique were applied to sample 1,073 
students. Three instruments namely, Teachers Usage of Assessment Tool 
Checklist and Questionnaire (TUATCQ), Teacher’s Engagement on School
Based Assessment Practices Questionnaire (TESAPQ) and Students’ Perception 
of Teachers Engagement on School-Based Assessment Practice Questionnaire 
(SPTESAPQ) were used in data collection. Percentages and mean responses of 
teachers and students were used to answer the research questions. The findings 
show that project, test, homework and classwork were the major school-based 
assessment tools used in secondary school Economics in Anambra State. Test 
was found to be frequently used weekly; homework and classwork were used 
once in two weeks while project was used once in a term. Also, the study showed 
that from student’s perception, there are some assessment practices not executed 
by the teachers. It was recommended among others that teachers should be given 
in-service training on those tools which were not properly used and encouraged 
to use them in assessing their students as well as providing regular feedbacks to 
the students.