ASSESSMENT LITERACY, FEEDBACK PRACTICES, AND QUALITY OF SCHOOL-BASED ASSESSMENT AMONG SECONDARY SCHOOL TEACHERS IN CROSS RIVER STATE, NIGERIA

Abstract

This study examined the relationships among teacher assessment literacy, teachers’ feedback practices, and the quality of school-based assessment among secondary school teachers in Cross River State, Nigeria. Four objectives, four research hypotheses, and a correlational framework guided the study. A cross-sectional correlational survey design was adopted. The population comprised 4,003 teachers in 290 public secondary schools across the three education zones of Cross River State. Using Taro Yamane’s formula and a 20% attrition adjustment, a sample size of 437 teachers was obtained. A multistage sampling procedure involving stratified, proportionate, and simple random sampling was used to select participants. Data were collected using the Teacher Assessment Literacy, Feedback Practices, and School-Based Assessment Questionnaire (TALFPSBAQ). The instrument underwent face and content validation by experts in Educational Measurement and Evaluation and Educational Psychology. Cronbach’s alpha reliability coefficients of 0.87, 0.84, and 0.89 were obtained for the respective scales. Data were collected through direct questionnaire administration and analysed using mean and standard deviation, simple linear regression, and multiple regression at the 0.05 significance level. The results showed that teacher assessment literacy significantly predicted teachers’ feedback practices and the quality of school-based assessment, as feedback practices also significantly predicted school-based assessment quality. The study concluded that effective school-based assessment depends substantially on teachers’ assessment competence and formative feedback practices. The study recommended sustained professional development in assessment literacy and formative feedback practices for secondary school teachers.