University of Nigeria Virtual Library

Serial No

Author 1

NWAGU, Eric K. N.

Author 2 Author 3

Title

Measurement and Evaluation Concerns in Implementing Out-

of-School Curricula in South-Eastern States of Nigeria

Keywords

Description

Measurement and Evaluation Concerns in Implementing Out-

of-School Curricula in South-Eastern States of Nigeria

Category Education Publisher

Publication Date 2006

Signature

UNIVERSITY OF NIGERIA

OF EDUCATIIOM Ecfitor-in-Chief: Phoncs no: 042-771345 1~1wf'. 1). N. 1<7,L~ll 1):1t1,: .4 1 W1:1y, 2005

........................................................................................................................................................................................................................... ........................................................................................................................... .................................................................................................................................................................... .. ............................................... :.: .,: ... , . . - .

Dr E.K.N. hlwacj~~i :.: ... ..: . . ... Sub-Departrnczt of Science Education :-: : .: .-. . . ... University of Nigeria, . .-. ... . . . N s u k k a . ...

:-: . . ... :.: :-: ... . . . .

cRCrCEPZANCI 03 JLRIZILCE 30R P1II3CIljZZTUJV .-. :-: :-: ... . . ... :-:

~ w v a d e t i t h : CONCERNS I N IMPLEMENTING OUT-OF-SCHOOL /? :-: ... . . ... . .

C U R R I C U L A IN S O U T H E A S T E R N S T A T E S OF NIGERIA which gOU ... . . .-. :.:

earlier ~ ~ Y L X Y I L ~ i i n the above Jouvnaf bas been revieweb anb acceptci? [or pubkcation 2 :.: :: ... . . ... in vo[ume 18 of t he J Q U Y M ~ I to be publisbea in j w l g 2006. :-: .-. . : .: , - -. : .: . -.

- . :.: ... . . ... banks for s o w interest in the i n s t i tma ~ o ~ v n a l . : ..: . .: .: ...

MEASUREMENT AND EVALUATION

CONCERNS IN IMPLEMENTING OUT-OF-SCHOOL CURRICULA IN SOUTH-

EASTERN STATES OF NIGERIA

BY

DR. ERIC K. N. NWAGU

Department of Science Education

: University of Nigeria Nsukka

, Abstract

The major reforms in education introduced by the national policy on education are the introduction of continuous assessment and the restructuring to 6-3-3-4 system. Both innovations are now plagued with implementation defects to the extent that the expected goals are hardly being attained. This paper highlights governments recommendations on instructional evaluation, exposes the current unwholesome evaluation practices and discusses very crucial issues concerning effective instructional evaluation in the out -of - school curricular in south - eastern states of Nigeria.

Introduction

Measurement and evaluation in education pertains to the determination and

valuation of the quantity, quality, relevance and desirability of products of educational

processes and activities such as teaching, learning, materials, programmeslcurricula

and instructional approaches. The two processes of measurement and evaluation are

so critical in education theory and practice that all curricular and instructional paradigms

devote elaborate space and concern for their discussion and clar~frcalions. For instance,

the National Policy on Educatior (FRN, 2004) devoted reasonable amount of space and

efforts to prescribe and explain the application of continuous assessment technique of

rnstructional evaluation. In his analysis of the Policy for the emphasis placed on

evaluation, Yoloye (1996) observed that, of the 12 major sections of the policy, the

i ssw of evaluation is mentioned in six, which covered the introduction of a new

orientation in evaluation and the strategies for implementing it. A handbook on

continuous assessment was published that contains details on how the new educational

practice should be handled nationwide. At the policy implementation level, continuous'

assessment committees charged with the responsibility of coordinating and supervising

the practice were set up at state, local education authority and school levels, Moreover,

40% of the 135 sentences used in the "Introduction" and "Note to Teachers" in the

Primary School Curriculum Modules (NPEC, undated) are on performance assessment.

The above are indicators of the import of measurement evaluations (M&E) in all

spheres of education. M&E practices can make or mar an excellently designed

educational programme. This is because teachers and pupils usually channel their

efforts towards the aspects of ihe programme that are evaluated. If only tests are used

as evaluation instrument, teachers and pupils will concentrate on testable contents and

objectives of instruction leaving out the rest. If only one apex examination is used for

ceriification, dubious candidates would hire persons they call "machines" to inipersonate

and write the papers for them. Instructional evaluation therefore has unfortunately

become the driving force in our education system, having displaced instructional

.objectives in importance. Many educational commentators have described what we

have as examination system and not educational system due 70 the ever rising

examination consciousness in both teachers, pupils, parents and other state holders in

education.

This paper attempts to draw attention to the major instructional evaluation

issues of concern in the implementation of out-of-school curricular in south-eastern

states of Nigeria. The essence is to sensitize us to plan in advance the strategies for

circumventing the very pitfalls that crippled earlier laudable efforts at repositioning

Nigerian education to function as the vehicle for national dovelopment. The presentation

is under the following sub-headings:

0 Conceptual framework

Government recommendations on instructional evaluation in Nigerian schocls;

The state of the art in instructional evaluati~n in our schools:

e The major instructional evaluation concerns; ..

e Recommendations

Conceptual Frarnewc!rk

To measure is io quantify an object (be i t physical, psychological or sociological)

using systematic and clear procedures and acceptable standard or yardstick that

enswes objectivity a!~d conseqilently guarantees accuracy in subscq~rent replications.

Meascirement in natural sciences are concerned with I:~i!~iblc objects and therefore

utilize standard tools like weighting balsncc! for Inass l;qw alrl mlipcrs lor Icr~~tl) ,

ttietmometer for heat, barometer for atmospheric prcssure, sphig for blood pressure,

etc. However, measurements in the behavioural scicncesihumanities are concerned

with intangible ideas or constructs used in defining behaviour characteristics. Such

. . constructs as attitude, values, personality, intelligence, charaster, temperament,

interest, etc. are not given to generally acceptable dofinitinns. They are viewed from

different perspectives by experts, hence no techniques or ins!ruments are regarded as

standards for their ineasurernent. Available ones might [lot all be fair in terms of culture,

grade levels, d~:iliciiiti/, gender and socio-economic background of the students.

Pdeasurement of !he instructionally induced behavicur changes in pupils has been a

serious challenge facing teachers and educationists all over the world.

Evaluation on the other hand starts with measurcrnent and extends to decision

;nai:~r~g on the worth-whileness, suitability or value of the results of measurement or

assessrner~t. it is more comprehensive and inclusive thar, measurement (Agwagah,

1997). Henceforth in this paper, evaiuation will br! uscd in its broad perspective that

includes rneasuremen!.

Evaluation is cardinal in all educational paradigms. At the curricula level, all

curricular development models feature evaluation prominently as one of the fo:!r or five

key vertices that constitute the paradigm. Thc figures (A - D) below show evaluation in

the context of the four commonly quoted curriculum development models.

After Tyler (I 949)

Government Recommendations on Instructional Evaluc?tion in Nigeria Schools

The Federal government of Nigeria in the National policy on Education (FRN,

2004:l I ) recominended thai "educational assessment and evaluation will be liberalized

by basing them in whole or in part on continuous assessment of the progress of the

individ1.1als". One o i the features that characterirc conti l iwm assessment according to

!he handbook on contir~uous assessment (FMEST. 1985) is its comprehensiveness.

This feature inplies that the gains or progress made in the development of all aspects

ot the learners pcrsonality should be nlonitorcd systcrnatically at regular arid

conliii;ous interval using appropriak tochniq1.1es Thc kchiiicjues recommended for

instructional evaluation include testing, projects, observation, interview, anecdotal

records, sociometry, questionnaire and the use of other self-reporting instruments. - At :he curricular development levels, the primary school nlodules being used in

Nigeria have elaborate recommendation on instructional evaluation. It recognized two

categories of performarxe to be evaluated, namely: the auxiliary and the terminal

performances. (NPEC, n.d.) The former refers to pupil's performances at the

classroomlfield activities designed to enable them attain the greater objectives of the

tllemes. I t is expected that proficiency in performing the activities are steps towards

attaining the greater goals of the module. This is formative or process evaluation. The

!arrninal performances are the behaviours \hat reflect liw objeclives of ihc module

which the pupiis are expected to acquire by engagirir) in tho auxiliary perforrnmce

activities. .

The evaluation siraiegies prescribed in the primary school curriculum modules

(NPEC, n.d) are mainly for auxilliary performance assessment. Those strategies are

same as the recommended teaching strategies thus demonstrating-the complenientary

and integral relationship between instruction and evaluation. The teachers are expected

to assess the pupils as they carry out the learning activities prescribed for them and not

later.

Moreover, it is also recommended that pupils should advance at their own pace.

Those who perfect in the activities or have mastered the cognitive, social-behnviour and

psychomotor skills being inculcated are advanced to the next higher plane of learning

activities while the deficient lzarners either repeat the activities or have alternatives

designed for them.

The above is a radical departure froin thc older conservaiive academic

schedules where the "all knowing" teachers reel out information that cram the mcnioties

of learners, confuse them, dampen !heir spirit, weakell their zeal to learn, discourage

them from making efforts, and eveniually force the111 out of schools. The curriculunl

moduies in use in public schools recognize this problem and recommended an auxiliary

performance assessment ivhich is deemed a catalyst, capable of revolutionaliziilg

classroom activi!ies by reducing teachers' dorminance, positioning them as guides, and

eni!enchicl,g flexible interactive procedures which revolve around the pupils.

State of the Art in instructional Evaluation in Nigerian Schools

For Ezeugbor (1.396) the ailcmpts at putting the theory of contirluous

assessment into practice have continued to cast enormous doubts on both the

feasibility of the system and the realization of the stated objectives. In some states or

local education authorities, continuous assessment is applied merely as mid-term tests

and ~rrelevant projects adrninistercd to p~rpils. Olhcr tr.?cIii~iqcrcs o f evaluation arc not

, applied and consequently only the cognitive and somc psychomotor objcciivcs are

evaluated leaving or~ t the rest thus relegating the comprehensive feature in continuous

: assessment. Evaluation of auxiliary performances of pupil:; is not being atlcmpted by

teachers. Evaluatior; is still detatched from teaching and only the summative evaluation

or the terminal performance assessnient is executed Pupils do n'ot advance at their

own pace birt follow the pace set by the teachers.

The Major Instructional Eval~at ion Corlcerns

'The key factors that must be controlled to guarantee effective ~nstructional

evaluation in the Out-of-School Curriculum implementat~on in south-eastern Nlgeria are:

Teachers' competence, class size, instrumentation, regulated progression, valuation of

non-lest assessment measures, impersoriation and other examination fraud,

comparability of standards, and record keeping.

Teachers Competence

Yoloye (1996:63) listed out five categories of skills which t~c?chcrs require for

efeciive implemeniation of a continuous assessment system. They are :

I. Skills in the planning, construction and ilse of achievenlent tests and other

instruments for measuring learning

1 1 . Skills in the planning, constii~ction and irse of instrrrmcnts for assessing

personality characteristics. , , ,

111. Skills in the inierpre!aiion of scores from asscssn~cilt instrumenis.

iv. Computational skills for

a Converting raw scorcs into more mcaninglul forms,

b. Giving appropriate weights to scores from different sources: and

c. Combining scores from different mensuros to get an overall score

v. Skills in the keeping of records and the preparation of reports.

Many studies reviewed by Onah (2006) have shown that even specialist subject

teachers lack compdcnce in planning 2nd constr[~ction of cvalr~ation instruments. Less

competence is expected from generalist teachers in primary schools. It is also a hiown

: fact that teachers do not employ any other technique of evaluation other than testing.

Such veritable techniques as observation, interview, sociometry, anecdotal records,

questionnaire, etc are never used, maybe because they are more technical and difficult

to apply reliably. Teachers require special training it-i the planning and use c i those

techniques. The training is more rigorous thari the perfunctory exposure they h d in the

2 unit course on measurement and evaluation a! the colleges and faculties of ejucation

where they were trained.

The implication of this is that teachers whr, XP to hwdlc the out-of-school

curr iculm modules need to be trained specially on auxilliary performance evaluation of

pupils. They shoulcl he (ra~ried on Iiow lo c o ~ x x t l y and ~rcliably assess pupils i,idiviclually

and in groups as they execute learning aclivities set before them. The pupils debate,

discuss, explain, demonstrate, illuslrale report, organist, play rolcs, rnimick, etc as they

learn and should be assessed, fairly objcctivcly whilc lhe activities are gcing on. This

req~iires special skills. -

2 . Class Size

Out-of-schooi cur-riculuw modulcs arc i~licl-octivc in principle and ;IS such, cl,:ss

sires sho~rld be small or nloderate to allow full applicdion of the interactive cur-r'iculurn

development processes. The teachei can naturaliy observe, interview and coordinate

lesser number of clients per class than can be accomniodatccl in lectllre halls and the

lorrnal conseivative ciassrooms. In consideration of the maturity of the target clients of

this programme, the teacherlpupil ratio should be 1:20 at the most.

In developed cociitries of the west, teachers contend with the problcnls of

selecting suitable evaluaiion instruments for specific purposes in their classroon~s. But

in developing countries like Nigct~.in the problelri is rlea1.111 of such instruments. Tlie

teacher cannot tievelop a!l the attitude, interest and other rating scales required for

measuring all the affective dimensions of hislhei instr[~ctional 05jectives. The rating

scales, check lists and participation charts required for recording observed traits need to

be developed and validated by experts and made available to the teacher. The

\!alidatecl iiistrunient would then serve as prototypes or models for adoption or

adaptation by the teacher. \

4. Regulated Progression

The out of-school curriculum modules are dcsigned to enable individuals

advance r?! their own pace. The situation ?n/herc the destiny of individuals arc tied up

mtl regulated by a rigid anti non-flexible conservative I c x h who is more scnsilivo to

lime ihan efforts of individi!aIs is partialled out of this curriculun~ in principle. Clients are

to work at their- own pace 2nd to progrcs:; froni oiic slagc to r-inolhcr accord~ng lo tlicir

picven ability.

The implication of this for instructional evaluation is that: (i) evaluation concerns

s h o ~ l d be for individuals and not groups, and where grouping is a norm, the criteria for

classification should be ability and zeal to learn; (ii) evalualion should be criterion

referenced and not norm referenced in the niairi Performances should be intcrprded in

the con!ext of ~urricidu171 provision^ and not relative to performances of peers.

Cornparison of individuals 2nd groups is not the main conccrn but l i ic amount cf work

completed and the qilantity outstanding.

5. Valuation o f Non-tcs! Asscssmcnt Mcaslrrcs

Non-test assessment measures that replcscnt perfol-rnances in non-

cognitiveipsychomotoi dornain are not given much v r i l ~ e in the present educational

scheme. Nwana (1996327) observed that one of the factors that prevent assessment of

the affecti:/c attributes cl pupils is that "promotion, certification, graduation, failure,

probation, etc" are based entirely on cogriitivelpsychomotor achievement. Certificates

are awarded on the basis of learning alofie while charrlctcr is ignored. The impact of

these unwholesome educational evalwtion praciiccs on Nigerian society is horrible.

The gap between the educated and uneducated Nigerians in terms mannerism,

carriage, public conduct, discipline, interpersonal relationships, and other dimensions of

character ir! particular and personality in general which hitherto was wide and yawning,

has so narrowed now that, the educated ones seem easier recruited and retained as

touts, tugs, vandals, miscrcanis, mischief makers and evcn robbers than tht?

uneducated. This smacks our education and calls for i~~tc~:sificalioii of value education

and character training. This can be achicvcd through Illis curric~rlum by going beyond ~, cognitive conct?rns to eval~iate affective hehaviours of tlw climts.

~.

6. Irngersonation and other offenses

If certificatiori is over emphasized in thc out.of-school curriculum development . .

processes, Ihe social rlls ihat are at present bedeviling public and private examinations

in Niigeria will over run the programme. Apprentices will start sitting exams for their

masters: exam invigilators will star! malting their loathsome brisk businesses in exam

halls and among candidates. To avert this, certificate consciousness should be

subordinated to skills acquisition. This can only be possible if the auxiliary performance

a s s e s s ~ i m t measures supervene the terminal performance assessrrient and become

the criteria that qualify candidates for registration for any certificate cxamination.

7. Comparability o f Standards

The issue of coniparability of star~clards of asscssincnt across schools, local

governments and states will be difficult to tackle especially with the enlphasis being laid

on assessnient of auxiliary perforrnance activities. Teachers will base the assessment

on ti iei i sense impressions which will be quite subjcctivc. The fact ihat they were not

trained specially for the use of non-J~?st evaluation techniques renders the whole

scheme suspect. Hov:ever, it is still good to start somewhere and then address the

problems as they arise

8. Record Keeping

Ail the records listed for keeping in the Handbook on Continuous Assessment

(FMEST, 1984) should be dutifully kept on all clients. This provides data for effective

guidance and counseling of tllc clients. Howc\~cr, thr. hnsiormnlion of scores to

standard scores for easy norm-referenced comparison of clicnts should be handled with

caution since the clients diffcr considerably in age, previous educational experience,

level of motivation, arid on ollicr relcvant psj/ctmlogicai xu1 :;oi:iolc)<jical varin1)los.

Recommendation

In vrew of the foregoing, we recommend the following nieasures for ensuring

effective instrirctional evnl~ration in thc olrt-of-school cclucalion programme. . <.

1 . Retraining of ser\/ing teachers before they 21-e uploaded to participate in the

progiarnn-~e irnplenientation The training should focus on the conduct of

auxiliary performance assessment of p ~ ~ p i l s , and record keeping, among

others

2. Class sizes should be reduced to a m a x i m m nf 20 pupils pcr class in other

to make rooni for effective interaction of pupils and teacher and

consequently to create the situation that is am~nab le to application of non-

test evaluation procedures.

3. Experts stioirid be sponsored to dcvrlop and vn!id2tc vx ic ty of

measurement instruments for use in the in ip lmm~tat ion of the programme.

A lot of instruments are lying waste in libraries and shelves in the

universities and colleges of education. They should be commercialized or

made available to teachers.

4. The classroom instruction node of delivery should be fashioned after the

I C i delivery package that acconipany the curriculum. That would facilitate

the implementation of the flexible progression s c l m k l e advocated for in the

ct~rr ic~i lum modules.

5. Certification shouid be based on comprehrtnsive evaluation of both the

cognitive, aficctivc and psychon-lotor bchnviours of tho candidntcs

determined through auxiliary and terminal pcrfor~manc assessments of the

candidates over time.

6. i\/linimal strcss should be placccl on cxaltiiriatio~l arid certificaliori to

climinatc situ;itions Illat induce or cncoirsxlci ri~;iIpraclices.

Conciiision

The out-of-school curriculum rnoclules arc unique in terms of progranlrne durat io~,

heterogeneity of target clientele. flexibility of progressiori schedule, and the measurement and

evaluation scheme. The success of ihe unique programme depends on the ability of the

ieachers !o execute the auxiiiary performance asscssnicnt of clienls. Where they lack the

conipetcncies and lor the will to implement it, the new progr;,n\!ne woi~ld head the way (jf othor

such novel programmes. New wine should not be poured into nn old wine skin.

References

Agwagah, U.N.U. (1997). Definition of Basic Conccpls. In S. A. E z c ~ I u . 0.N.V Agwagah and C. N. Ag baeg bil (Eds). Ediicatio~ial Mc~!surelner~t am' E ~ ~ / l / t i o l ~ a / for Colieges a m Universities. Onitsha: Cape Publishers International Limited.

Ezeugbor. G. 1. (1996). Problcms with Testing Technicjucs in Continuom Assessment: Explcring the Alteinatives. In O.M. Abone and E. 0. Agbodilte (Eds) Dimensions of Conf i~~uoi is iissessrnent in Nigcriar: Edircatio;~ System. Awka: Meks publishers.

ieciei.al Llinistry of Education, Science and Technology (1985). A Handboolc 017

Continuous Assessmcrlt. Lagos: tleinen-)an.

Federal Repiiblic of Nigeria (2004) Nationa! Policy 017 Edlication Lagos: NERDC Press.

National Primary Ediication Commission (undated) Primary School C~~rr icu lc~m ri/lodules. Lagos: Evans Brothers (Nig) Ltd.

Nwana. 0. C. (1996) Contin~inus Assesr;mcnt in the scwr?rl;lry schools: Thc Affcctivc Component, In 0. M. Abone and E. 0. Agbodike (Ecls). Dirnoxions of C O I I ~ ~ ~ L : O L I S Assess~nent in Nigcri'm Educ;,!ior~ Sysfcri~. Awka: Meks Publishers.

Yoloye. E. A. (7996). Continuous Assessment in Nigcrim Education System: Issues, Problems and Prospects. In 0.M. Abone & E. 0. Aybodike (Eds). Dinmsions of Continuous Assessment in Nigerian Education Systcn~. Awka: Meks Publishers.