SELF- AND PEER-ASSESSMENT SCORES AS PREDICTORSOF TEACHER - ASSESSMENT SCORES IN ECONOMICS IN SECONDARY SCHOOL IN AWKA EDUCATION ZONE

Patricia Ifeyinwa Adinna, Prof. Romy O. Okoye, Choice Chimaa Okaforcha

Abstract


The main purpose of this study was to find out the extent to which self -and peer - assessment scores predict teacher-assessment scores in secondary schools in Awka Education Zone of Anambra State, Nigeria. The population of the Study was 13,002 students and (68) Economics teachers in the 61 secondary schools in Awka Education Zone. A sample of 803 students (449 males and 354 females) and 26 economics teachers were obtained for the study through stratified random sampling technique. The instrument for data collection was a short essay test in Economics. Two experts validated the test items. Three research questions and three hypotheses were formulated for the study. The t-test for r, F - test and test of significance for β, were used to test the hypotheses at 0.05 level of significance. The major findings were that positive relationship existed between self, peer and teacher-assessments, hence they are valid assessment techniques. Based on these findings, it was concluded that self -and peer - assessment scores are predictors of teacher- assessment scores and hence valid assessment techniques. Recommendations made include; government should adopt self-and peer-assessments to improve continuous assessment in schools, need for intensive practising and exposing students and teachers in these innovative assessment techniques.


Keywords


Assessment, Continuous-assessment, Self-assessment, Peer-assessment

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