| In a 90 minute Roundtable session, the first
rotation uses the first 45 minutes and the second rotation uses the last 45 minutes.
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| Roundtable Rotation I:
Impact of Continuous Assessment Practices on Secondary Schools Students: The Nigerian Perspective |
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Roundtable Presentation 762 to be held in Balboa A on Friday, Nov 4, 4:30 PM to 6:00 PM
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Sponsored by the Pre-K - 12 Educational Evaluation TIG
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| Presenter(s):
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| Anthonia Nnenna Ofong-Utoh, National Examinations Council, Nigeria, toniautoh@yahoo.com
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| Okpala Promise Nwachukwu, National Examinations Council, Nigeria, promiseokpala@yahoo.com
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| Abstract:
Continuous Assessment practice does not exit in a vacuum.The concept of continuous Assessment is perhaps one of the most conceptual issues of the present day 6-3-3-4 educational system in Nigeria.It is in light of this,perhaps, the policymakers in Nigeria educational sector acknowledge the need for effective integration of vaild and reliable assessment procedure into the nation's formal school system.This could be seen from the emphasis given to continuous assessment (CASS) in the National policy on education federal Republic of Nigeria (2004)as procedure that should infiltrate the country's educational sysetm to ensure that the Nigerian child really learn in school instead of mainly using the school as an exam-Preparation, and exam-Writing venue.
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| Roundtable Rotation II:
An Evaluation of a Local Assessment Program Using Online Survey Tool |
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Roundtable Presentation 762 to be held in Balboa A on Friday, Nov 4, 4:30 PM to 6:00 PM
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Sponsored by the Pre-K - 12 Educational Evaluation TIG
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| Presenter(s):
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| Jinhai Zhang, Dallas Independent School District, jinhaizhang@hotmail.com
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| Abstract:
An assessment program-Benchmark Assessment started in 2002 in a local school district in Texas. The program which included Reading, Mathematics, Science, Social Studies and English (ESL), is to monitor and improve teacher's instruction and student's academic progress throughout the school year. An online survey was conducted in a large urban school district in Texas. The purpose of this evaluation was to examine how the benchmark assessment influenced teachers' classroom instruction and students' learning, and how teachers were satisfied with the assessment program. The results indicated that a majority of teachers believed that the benchmark assessment were helpful in analyzing students' strengths and weaknesses, improving teachers' class instruction, and providing effective feedback of how they taught the curricula. Qualitative data analysis was included in the evaluation.
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