School-Based Assessment in Universal Basic Education: Identifying the Concerns of Teachers

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dc.contributor.authorOwolabi, Henry Olumuyiwa
dc.contributor.authorAletan, Sola
dc.contributor.authorOgunjimi, Mayowa Olurotimi
dc.date.accessioned2019-06-10T11:00:00Z
dc.date.available2019-06-10T11:00:00Z
dc.date.issued2010-04
dc.description.abstractIt has been planned to expand school-based assessment in Universal Basic Education programme of the country. Empirically, nothing is known about teacher concerns regarding the adoption or implementation of such an educational innovation. This article presents the findings from a cross-validation study of a five-stage model of teacher concerns. A 22-item questionnaire was constructed to measure teacher concerns on five sequential stages: Indifference, Informational-Personal, Management, Consequence-Collaboration, and Refocusing. Using the questionnaire, a survey to study three hundred primary and junior secondary school teachers’ concerns about school-based assessment as a component of Universal Basic Education was conducted. The survey results supported the five-stage model, but information collected through an open-ended questionnaire survey indicated that the five-stage model needed to be extended to include a stage of evaluation concerns.en_US
dc.description.sponsorshipSelf Sponsoreden_US
dc.identifier.issn0975-4792
dc.identifier.urihttp://hdl.handle.net/123456789/2102
dc.language.isoenen_US
dc.publisherSerials Publications, New Delhi, Indianen_US
dc.relation.ispartofseriesVolume 3;No 2
dc.subjectSchool-Based Assessmenten_US
dc.subjectUniversal Basic Educationen_US
dc.subjectTeachers’ Concernsen_US
dc.titleSchool-Based Assessment in Universal Basic Education: Identifying the Concerns of Teachersen_US
dc.typeArticleen_US

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