Student Assessment: Teacher use and beliefs in the Nigerian States of Bauchi and Sokoto

• In Event: Evidence into action: Program Learning on USAID Nigeria LEARN to READ

Proposal

It is common for local policymakers, implementors and NGOs, and donors to introduce assessment approaches into schools. The most frequent assumption of this implementation is the rationality of teachers, e.g., the idea that if teachers are provided with formative assessment tools to support student learning, resulting in visible student learning improvements, then they will adopt the assessment practices (Guskey, 2002). However, research in Sub-Saharan Africa suggests that teachers' use of assessment is far more complex.

What is often lacking prior to the introduction of new assessments is a study of teacher practices and beliefs regarding assessment. For example, an evaluation study conducted in Adamawa State in 2023 revealed that only 47% of teachers believed that formative assessment would help them build on a pupils’ needs, interests, and strengths. Additionally, most teachers and head teachers believed their students would be proficient readers by the end of P2. Meanwhile, Early Grade Reading Assessment results suggested that over 87% of these children could not recognize a single word. These findings suggest that our understandings of teacher use of assessment are not as straightforward, and that studying teacher attitudes and beliefs regarding assessment is a critical step prior to the implementation of new assessment processes. In other words, knowledge alone does not necessarily change behavior.

In collaboration with States’ Universal Basic Education Boards (SUBEBs), USAID Nigeria LEARN to READ is conducting a quantitative survey of 100 teachers and 100 head teachers to explore existing attitudes, beliefs, and practices regarding student assessment. This study includes photographed samples of assessments used and adaptations to instructional approaches based on the assessment findings.

The central research question for this study is:
• What institutional and behavioral changes are needed to improve the utilization of assessment data at the school?

The presenter will discuss the findings from this study and how they will inform the design and implementation of new assessments being introduced to the states.

Author

• Nsikan Udoh Affiah, Creative Associate International