EQUITY AND FAIRNESS IN THE ASSESSMENT OF NIGERIAN POLYTECHNIC STUDENTS’ PERFORMANCE IN ENGLISH: THE FACTORS OF INFLUENCE

EQUITY AND FAIRNESS IN THE ASSESSMENT OF NIGERIAN POLYTECHNIC STUDENTS’ PERFORMANCE IN ENGLISH: THE FACTORS OF INFLUENCE

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EQUITY AND FAIRNESS IN THE ASSESSMENT OF NIGERIAN POLYTECHNIC STUDENTS’ PERFORMANCE IN ENGLISH: THE FACTORS OF INFLUENCE

The medium of instruction at most levels of education and the lingua franca of Nigeria remains the English language as stipulated in the National Policy on Education (NPE). Therefore, the acquisition of English language by Polytechnic graduates for communicative functions and for studying various disciplines has become imperative and so, to ensure its mastery, the ‘,Use of English’, (UOE) course has been put in place and is taught to students at most levels of the Polytechnic education regardless of their disciplines. As laudable as this practice may seem, this paper posits that it is being affected by factors like differences in students’, English language background, differences in the provision of learning tasks, infrastructure, personnel, admission policy into the Polytechnics, time constraint and teacher incompetence all of which confirm that the issue of equity and fairness in the assessment of Nigerian students’, performance in English is lacking. Such a situation according to this paper is definitely unacceptable. Hence, suggestions like the adoption of a new approach to the teaching of the UOE in Nigerian Polytechnics, teacher training among others have been proffered to enhance a better acquisition of the UOE and have more equity and fairness in the assessment of Nigerian Polytechnic students’, performance in English language.

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