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


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.


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

Full Text:



Abonyi, O. S.,Okereke, S. C.&Omebe, C. A. (2005).A first coursein educational measurement and evaluation. Enugu: Fred. Ogah. Publishers Emene.

Anikweze, C. M. (2005). Assessment and the future of schooling and learning. A paper presented at IAEA 31stAnnual Conference Abuja, Nigeria, Sept. 4-9.

Dochy,F. &Segers, M. (1999). The use of self-peer and co-assessment in higher education. A review studies in Higher Education,24, 13-35.

Awotunde, P. O. &Ugodulunwa, C. A. (2001). Anevaluation of the administration of continuous assessment inNigeria Secondary Schools. Ibadan: Kraft Books Limited.

Campbell, K.,Baugh, P., Brammer, C.& Taylor, T. (2001). Peer versus self of oral business presentation. Business Communication quarterly,64(3), 23-34.

Hassan, H.&Adeanju,G. A. (1998). The predictive Validity of performancein continuous assessment in senior school certificate. The Nigeria Teacher Today. A Journal of Teacher Education, 6(1), 174-180.

Hafner, J. &Hafner, P. (2003). Quantitative analysis of the rubric as anempirical study of peer-group rating. International Journal of Science Education, 25(12),1509-1528.

McDowell, B. &Boud, P. (2003). The impact of self-assessment on achievement: The effect of self- assessment training on performance in external examination. Assessmentin Education, 10(2),209-220.

Montogomeny, A. (2001). An authentic assessment guide forelementary teachers. New York: Longman.

Njabili, A. F., Abedi, S., Magesse,N. W.&Kalobe,A. M.(2005). Equity and school based assessment: The case of Tanzania. A paper presented at the 31st Annual Conference of the International Association forEducation. Abuja Nigeria 4th- 9th.

Okpala, P.W.&Oyedeji, F.A. (1993).Impact of systematic assessment procedure on physics achievement at the cognitive of knowledge. A paper presented at IAED 31stcon

Okoye, R. O. (2015). Educational and psychological measurement andevaluation: Ikeja. Lagos:ED-Solid Foundation Publishers.

Quash, K. B. (2005). Continuous assessment handbook, Accra. Sept. 29, 2005.

Topping,K. J. (1998). Peer-assessment between students in colleges and Universities.Review of Education Research,68(3),249-276.

Van Dan Berg,I.,Admiral, W. &Pilot, A.(2006). Peer assessment in university teaching:Evaluating seven course designs. Assessment and Evaluation in Higher Education,31(1),19-36.


  • There are currently no refbacks.


ISSN PRINT: 2705-2494

ISSN ONLINE: 2705-2486



Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.