INTEGRATING ASSESSMENT INTO THE LESSON PLAN TO IMPROVE LEARNING: A FOCUS ON NIGERIAN PRIMARY SCHOOLS

INTEGRATING ASSESSMENT INTO THE LESSON PLAN TO IMPROVE LEARNING: A FOCUS ON NIGERIAN PRIMARY SCHOOLS

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  • Create Date August 2, 2018
  • Last Updated August 2, 2018

INTEGRATING ASSESSMENT INTO THE LESSON PLAN TO IMPROVE LEARNING: A FOCUS ON NIGERIAN PRIMARY SCHOOLS

Assessment should be a continuous process and the purpose of assessing a child is to help him/her learn. The nature of the primary school curriculum in Nigeria offers wide opportunities for achieving comprehensiveness in the continuous assessment of all that pupils learn, yet the current assessment practice in most Nigerian primary schools is a far cry from what continuous assessment is meant to achieve. Most teachers still practice the traditional method of assessing pupils using only the summative mode. This thereby creates the wrong impression that the purpose of education is to pass tests and examinations. Hence they teach pupils to cover thescheme for external set examinations and do not border to find out if the pupils understand their lessons. The implication is that a child can finish primary school without learning to read, write or carry out basic mathematical operations.Sometimes some misconceptions and wrong spellings are not corrected by the teachers and the pupils grow with them. However, with the launching of the Universal Basic Education Policy in Nigeria and the educational reforms that havetaken place, the purpose and mode of assessment definitely have to change. This work is therefore an advocacy for teachers to build continuous assessment into theirlesson plans and assess children at various stages in the teaching –, learning process to improve the learning quality. The various ways a teacher can effectively do this bymaking assessment a part and parcel of the lesson were highlighted.

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