All over the world, educators as well as parents are becoming increasingly aware that the problem of what to teach, how to teach it and examine it is very much to do with the educational systems of the world. Similarly, educators are becoming increasingly aware that the children they teach do not learn the things we want them to learn as much. Research findings revealed that a good number of the children we teach who fail to learn what they are expected to learn, abandon their learning half-way to escape from the ordeal which the classroom subjects them to. Factors both from within and without the child influence the quantity and quality of the child’s learning. Those from within the child include the child’s intelligence and his personality traits, while those from outside the child include the environmental setting to which the child has been exposed. The learning process passes through three stages viz (i) acquisition (ii) retention and (iii) recall stage. In the final analysis, it is what we can recall that can form the basis for assessing the instructional outcomes of the pupils we have exposed to our instructional procedures. It is from the foregoing that this paper is set to examine the current trends of assessment style that is significantly different from the conventional ones with a view to providing solutions to the educational wastages. The findings revealed that assessment is a very vital part of instruction for it provides feedback information for the learner and the teacher. Apart, it revealed that assessment of learners will endeavour the teacher to know the standing point of individual students.
The study therefore recommends that assessment should be carried out before the course, during the course of instruction and as well as at the end of the instruction.
|Keywords:||Assessment, Learning Outcome, Impact, Feedback, Performance|
Lecturer, Department of Educational Management, University of Ibadan, Ibadan, Oyo, Nigeria
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