Title:
SITUATIONAL ANALYSIS AND CONTENT VALIDATION OF SCHOOL-BASED ASSESSMENT

Authors:
Romy O. Okoye and Felicitas Ogonna Ejinkonye

Abstract:
The research work is an analysis of the situation of school-based assessment and content validation of in Senior Secondary Two (SS2) economics teacher-made examination. Three research questions guided the study. The population of this study included classwork and homework of students of 258 SS2 teachers in secondary schools in Anambra State in 2017/2018 academic session. The population comprised 258 question papers of SS2 economics teachers set in 2017/2018 academic session. Simple random sampling technique was used to draw three zones out of the six education zones in Anambra State. A sample of 30 teachers, from which 150 homework and 150 classwork exercise books of students were drawn and 30 question papers were used for the study. Two instruments were used for data collection. They were validated by three experts. Cohen’s Kappa reliability co-efficient was used to establish the reliability of the two instruments. Percentages and content analysis were used in answering the research questions. The results revealed that students’ classwork and homew5ork exercises were frequently marked and scored but not frequently corrected, also teacher-made examinations were content valid. It was recommended that teachers should be encouraged to prepare marking guide to aid giving of corrections to the students. The findings of this study contribute to knowledge in education because it provided data on the state of marking, scoring and giving of correction to students’ classwork and homework which are major tools used in SBA in secondary schools. It also revealed the extent of content validity of teacher-made examination in Economics. This will go a long way in improving SBA teacher-made examination to meet up to the standard of externally set questions.

Keywords:
school-based, assessment, content validity, classwork, homework.

DOI:
http://dx.doi.org/10.37500/IJESSR.2021.4409