Teachers’ Assessment of Classroom Learning Outcomes

Abstract

The study was carried out to find out the extent to which senior secondary school teachers in Delta State of Nigeria assess their students’ learning outcomes during classroom teaching and learning. Two research questions and one hypothesis were drawn to guide the study. A sample of 1000 teachers was randomly selected using stratified technique (500 male and 500 female). The instrument was a questionnaire with face and construct validity, and a reliability co-efficient of 0.81 obtained through Cronbach  Alpha as a measure of internal consistency. Percentage was used to answer the research questions while chi-square was used to test the hypothesis at .05 level of significance.  The result showed that most teachers do not assess their students learning outcomes during and after teaching each topic from a given subject curriculum in the classroom. The extent of teachers’ assessment of students learning outcomes in the classroom was low. The study has implication for teaching and assessment.

Keywords: Teaching, Learning outcomes and Assessment