Issues in the Assessment of Effective Classroom Learning in Nigeria

Abstract

There has been a progressive decline in the rate of achievement of students in schools in the recent times and this has led to a wide spread concern among considerable public about the methods used in the classroom learning. This article discusses some issues in the assessment of effective classroom learning in Nigeria. Specifically, the article explains the characteristics of effective learning and the tips for assessing classroom learning. The article submits that for any meaningful learning to take place, there ought to be an assessment during the course of instruction (formative assessment) so that students and teachers can receive feedback. It is affirmed that formative classroom assessment is not only the bond that holds teaching and learning together but it can motivate and shape learning as well as helps teachers to gauge student’s mastery of required skills in addition to helping teachers determine whether students are prepared for testing that are often used for high-stake decisions. The article posits that what teachers assess, how they assess, and how teachers communicate their results send a clear message to students about what is worth learning, how it should be learned, and how well the teachers expect them to perform. The paper emphasizes that regular classroom assessment should be made an integral part of teaching, and that it should be used to inform and enhance the instruction and learning that goes on everyday in classrooms in Nigeria.