Junior high school integrated science teachers’ perception and classroom assessment practices in selected schools in Tepa

Abstract

The purpose of the study was to investigate Junior High Schools Integrated Science teachers’ perceptions of classroom assessment practices. The study employed a descriptive survey research design to collect data from a sample of 22 integrated science teachers’ and 40 students’ in the district. A questionnaire was used to collect quantitative data on teachers and students perception of classroom assessment in integrated science. Lesson observations and interview schedules as well as document analysis were also used to collect qualitative data on the teachers’ classroom assessment practices. Analysis of the collected data revealed that teachers perceived classroom assessment as test that they gave to their students at specified time interval. Some teachers perceived classroom assessment as a test they showed limited ability to use different methods and tools to assess their students while teaching. The study recommends that, stakeholders be sought to foster alternative assessment approaches in Junior High Schools in the study area. In addition, teachers on the field should also be given in-service training on assessment techniques / tools. Further research should also be carried into the other factors that may also influence classroom assessment practices.