PREDICTIVE VALIDITY OF TEACHERS’ ASSESSMENT PRACTICES AND SENIOR SECONDARY SCHOOL YORUBA LANGUAGE ACHIEVEMENT IN OYO STATE

Abstract

Teachers Assessment Practices cannot be separated from teaching and learning of Yoruba language. The right Teachers Assessment Practices coupled with frequent use and skillfulness of the teachers has the potential to improve teaching and learning. The study therefore assessed the predictive validity of Teachers Assessment Practices and senior Secondary school in Yoruba Language Achievement. The study adopted a descriptive survey design of ex-post facto type. The participants comprises of Four hundred and ninety (490) senior secondary school 1 (SS1) students and thirty (30) Yoruba teachers drawn from an intact class of thirty public secondary schools selected from four Local Government Areas of Oyo south senatorial district in Oyo state. The two instruments used were; Teachers Assessment Practice inventory (r = 0.70) and Student Yoruba Achievement Test (r = 0.93). Four research questions were raised and answered and decisions were taken at 0.05 level of significance. Data were analyzed using Descriptive statistics, Pearson Moment Correlation and Multiple Regression. The result revealed that 50% of teachers used assessment practices more often, 10% used it very often, 20% used it occasionally, 15% used seldom while 5% not at all used. Also 60% are skilled in the use of assessment practices, 20% are very skilled, 10% are somewhat skilled 5% are a little skilled 5% not at all skilled. The result also revealed that there is both positive and negative relationship between teachers’ assessment practices and students’ achievement. The result also revealed that there is no statistical significance between the composite contribution of teachers assessment practices and students achievement (F_(1.29) = 312, p = 0.581), in the relative contribution of the assessment practices and student achievement Quiz practices alone has a significant contribution to student achievement (β = (492), _t(29) = .2101, p = .048). The study therefore, recommended that teachers need to be familiar with the use of appropriate assessment and also be skillful in the use of the assessment practices to become familiar with different level of assessment that can help them to improve students’ performance. They also need to establish frequent classroom assessment that can help them to recognize the academic level of the individual students. Also teachers should look out for good assessments that can help to improve students’ achievement.  Moreover, teachers should be trained on assessing students frequently during teaching and learning process. Furthermore, Yoruba language teachers should be motivated by the school principals and other relevant school authorities so as to encourage them carryout the assessment frequently as possible.

Keywords: Predictive validity of teachers, teachers assessment practices, Yoruba achievement.

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