Teacher Made Test and Classroom Assessment by Teacher
Kaku, Z.; Comfort, K. O.; Adamu, J. G. (2024).
Journal of Library and Information Management, Technology & Education , 1(3), 63-78.
ABSTRACT
This study examines the use of tests and classroom assessments by teachers focusing on their decision-making processes in designing and implementing such assessments. It explores the factors considered by teachers when creating and administering tests and assessment activities how teachers utilize these tools for instruction and students perceptions of their effectiveness. The study also aims to enlighten secondary school teachers on the importance of teacher-made tests and the skills and technical know-how required for their construction and application in teaching and learning. The research involved a comprehensive review of literature on the guidelines for constructing teacher-made tests the necessary skills and technical expertise and the significance of using such tests. The study identified gaps between teachers awareness and their technical proficiency in creating valid and reliable teacher-made tests. The study hypothesizes that secondary school teachers lack adequate technical knowledge and skills to construct effective teacher-made tests and that the emphasis on standardized testing by school managers undermines the use of teacher-made assessments. The findings reveal that teachers have limited technical know-how in constructing valid and reliable teacher-made tests. School managers tend to prioritize standardized tests which diminishes the value of teacher-made assessments. The study also highlights the lack of professional development opportunities for teachers in this area. The study concludes that teacher-made tests are critical for effective teaching and learning providing tailored feedback and addressing specific classroom needs. However the gap in technical skills and the overemphasis on standardized testing hinder their effective use. Teachers should prioritize teacher-made tests and assessments engage in continuous professional development to enhance their construction skills while federal state and local governments should organize workshops and seminars to support this effort and quality assurance mechanisms should monitor and evaluate their implementation across educational levels.rn
Download Fulltext PDF

Kaku, Z.; Comfort, K. O.; Adamu, J. G. (2024). Teacher Made Test and Classroom Assessment by Teacher. Journal of Library and Information Management, Technology & Education , 1(3), 63-78. https://www.jolimate.com/unimaidlis/published/441689667075.pdf

Kaku Zakka; Comfort Kwatamdiya Olamide; Adamu Jiddah Gabasa 2024. "Teacher Made Test and Classroom Assessment by Teacher". Journal of Library and Information Management, Technology & Education , Accessed January 9, 2025. 1(3),63-78. https://www.jolimate.com/unimaidlis/published/441689667075.pdf

Kaku, Z.; Comfort, K. O.; Adamu, J. G. (2024). Teacher Made Test and Classroom Assessment by Teacher. Journal of Library and Information Management, Technology & Education , 1(3),63-78. https://www.jolimate.com/unimaidlis/published/441689667075.pdf

Kaku Zakka; Comfort Kwatamdiya Olamide; Adamu Jiddah Gabasa. "Teacher Made Test and Classroom Assessment by Teacher". Journal of Library and Information Management, Technology & Education , Vol. 1 No. 3,2024. pp. 63-78. https://www.jolimate.com/unimaidlis/published/441689667075.pdf


SPECIALISATION
Alrights reserved. ©2022 to 2025 || JOLIMATE, UNIMAID AND WDS Ltd.