SCHOOL-BASED ASSESSMENT PRACTICES AND STUDENTS’ ACADEMIC ACHIEVEMENT IN SECONDARY SCHOOLS IN ANAMBRA STATE

Abstract

The study investigated school-based assessment practices and students’ academic achievement in secondary schools in Anambra State. The study was aimed to determine the relationship between classroom testing practices and students’ academic achievement in secondary schools in Anambra State, examine the relationship between assignment practices and students’ academic achievement in secondary schools in Anambra State, and determine the joint relationship between classroom test, assignment practices and students’ academic achievement in secondary schools in Anambra State. Three research questions were formulated for the study. Jean Piaget’s Constructivist theory of learning was adopted for the study. Correlational research design was used for the study. Population of the study comprised 26,400 SSII students in public secondary schools in the study area. Simple random sampling technique was used to select 300 respondents. Self-structured questionnaire was used for data collection. The data collected were analysed using Pearson Product Moment Correlation Coefficient (PPMCC). The findings of the study showed that classroom test practices have a strong positive relationship with students’ academic achievement in secondary schools in Anambra State, assignment practices have a strong positive relationship with students’ academic achievement in secondary schools in Anambra State, classroom test and assignment practices jointly have a positive relationship with students’ academic achievement in secondary schools in Anambra State. Based on the findings, the study concluded that effective implementation of school-based assessment practices is essential for promoting meaningful learning experiences and improving academic outcomes. The study recommended that teachers should conduct regular classroom tests to assess students’ understanding of lessons, identify learning difficulties, and monitor their academic progress in secondary schools in Anambra State. More so, teachers should provide relevant assignments regularly and ensure that the assignments are marked and returned promptly with constructive feedback to improve students’ understanding and academic achievement