Does cultural economics affect country’s competitiveness?

Abstract

Classroom assessment techniques have been found to be very effective and beneficial to students learning. This study assessed the level of knowledge and application of classroom assessment techniques (CATs) possessed by Nigerian teachers. The researcher adopted descriptive survey design for the study involving 320 secondary school teachers who participated in the study (53.44% males, 46.56% females). The instrument used for data collection was the teachers` knowledge and application of classroom assessment techniques questionnaire (TKACATQ) with twenty-one (21) items. Cronbach alpha method was used to determine the coefficient of internal consistency to be 0.81. The result revealed that teachers possess high level of knowledge and application of CATs. It was found that gender of teachers significantly influenced the level of knowledge of the teachers in favour of the males but on the basis of application, there was no significant influence of gender. Based on the findings on teachers knowledge and application of classroom assessment techniques in secondary schools, the researcher consider classroom assessment techniques to be an innovation that could contribute to improve students academic achievement in secondary schools. The results of the study thus represent an important contribution to the field of pedagogy and general didactics at secondary education levels.

Keyword : Classroom assessment techniques, muddiest point, memory matrix, assessment for learning and assessment as learning