Authentic Assessment and Evaluation: Paramount Means for the Maximization of Teaching and Learning

Abstract

The rate of poor performance of students in Senior School Certificate of Education (SSCE), or in West African Education Certificate (WAEC) is quite alarming. Additionally, the poor performance of so many graduates in teaching profession is quite disturbing. I have heard many teachers exclaimed: “how did this or these student(s) arrive at senior class levels?” As a teacher in senior school level, I have also observed several students who could not make headway at senior level. I began to wonder whether they pass any of their primary and junior secondary classes at all. My greatest shock came when I was involved in an interview of a graduate with degree in Mathematics, Computer Science and Engineer who applied for a teaching post for Senior Secondary School I through III Mathematics. I was asked to set questions for both written and oral interview for him/her. I decided to set questions based on SSS I – III syllabus since he/she was to teach those classes, but was shocked that he/she could not attempt any of the questions except for a few in Junior class level. I was perplexed on what could be the cause. Among the responses that came to my head were lack of proper Assessment and Evaluation (A&E) of students on the part of teachers in the previous classes, exam malpractice or expo and lack of proper supervision in the exam hall, parents’ and peer pressure and students’ “false” ambitions. In this dilemma, I wish to begin with a phrase from Socrates. He believed that the “unexamined life is not worth living for man” or woman. Similarly, the art of teaching and learning without regular and authentic A&E is a useless or aimless exercise. Authentic A&E are unattainable in a situation where there is no good plan and implementation of general and specific curriculum outcomes and regular supervision of teachers and students. They are not realizable where there are bundles of teachers or educators that are not proficient in the teaching and learning process. Authentic assessment/evaluation is possible where teachers make use of good assessment strategies and tools. Every teacher or student needs improvement or growth because life is never static, but dynamic. In the Nigeria’s context and elsewhere, it can never be over emphasized that the issue of authentic A&E should be seen as indispensible measures for the maximization and high productivity in teaching and learning. Due to the page limit of this work, the issue of parents’/peer pressure and students’ “false” ambitions is beyond the scope of this work. For this reason, this paper will explores the concepts, purpose, goals, types, importance, methods, etc of assessment and evaluation. Finally, the author makes some recommendations for effective practice of assessment and evaluation at all levels of education but especially in primary, secondary, and tertiary institutions for greater promotion of teaching and learning. DOI: 10.5901/jesr.2014.v4n7p31