HOW DIAGNOSTIC IS THE ASSESSMENT OF THE “USE OF ENGLISH”? THE CASE OF KADUNA POLYTECHNIC

HOW DIAGNOSTIC IS THE ASSESSMENT OF THE “USE OF ENGLISH”? THE CASE OF KADUNA POLYTECHNIC

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HOW DIAGNOSTIC IS THE ASSESSMENT OF THE “USE OF ENGLISH”? THE CASE OF KADUNA POLYTECHNIC

In Nigeria, the “,Use of English”, (UOE) course is a general butcompulsory course of study for the certification of students inall disciplines of Polytechnic education at all levels. Theassessment of students in the UOE is school based. Semester results are made up of continuous assessment (C.A) and examination scores. The examination component of students’, semester result is no doubt summative assessment in orientation and practice. Over the years, the CA also has only been assessed summatively although it could be both summative and formative, which is diagnostic assessment. This paper investigates the awareness of the lecturers of the UOE about diagnostic assessment, whether they engage it and if not, why not through a set of questionnaire administered on some lecturers. The questionnaires were analyzed by obtaining the Mean, Variance and Consistence Index for each response as well as its standard deviation. Results obtained reveal that most lecturers are not aware that CA could be diagnostic consequently, they do not engage it whereas doing so would increase their students’, motivation and thus enhance their performance. Hence, the paper recommends among others the creation of the awareness of diagnostic assessment among lecturers.

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