Exploring Conceptions and Practices of Assessment: Case Studies of Nigerian Teacher Educators (Poster 13)

• In Event: AERA Poster Session Sunday 9:50 a.m.
  In Poster Session: Emerging Issues in Classroom Assessment

Abstract

This qualitative multiple case study research explores the conceptions and assessment practices of five Nigerian Teacher Educators [TEs]. Each TE represented a case, hence there were five cases in total. Data collection included online interviews, observations of online classes, assessment samples, and the course syllabus. Data were analyzed using qualitative content analysis. The study results revealed that the TEs hold multiple conceptions of assessment which varied across conceptions of assessment categories. Findings also suggest that generally, TEs’ assessment practices focused on summative practices with minimal formative assessment practices. This study contributes to what is still a very limited body of literature on conceptions of assessment and TEs’ assessment practices, particularly in the Nigerian educational and research spaces.

Authors

• Monsurat Omobola Raji, Conestoga College

• David Baidoo-Anu, Conestoga College

• Daniel Asamoah, Universiti Brunei Darussalam