ASSESSING TEACHERS’ IMPLEMENTATION OF DIFFERENTIATED ASSESSMENT STRATEGIES IN SECONDARY SCHOOLS IN NASARAWA STATE
DOI:
https://doi.org/10.66545/ama55t37Keywords:
Differentiated assessment, gender, rural and urbanAbstract
Differentiated assessment has become a pivotal approach in modern education, focusing on adapting assessment strategies to meet the diverse needs of students. Mainstream schools are inclusive schools that uphold the principles of equity and equality but provide an assessment strategy that caters to all learners irrespective of the differences that exist among students. Therefore, the study focused on assessing teachers’ implementation of differentiated assessment strategies in secondary schools in Nasarawa state. Three research questions and three hypotheses guided the study. A descriptive survey was adopted with a population of 4,560 secondary school teachers in 282 senior secondary schools. A sample of 650 teachers from 65 senior secondary schools. Teachers’ Use Differentiated Assessment Questionnaire (TUDAQ) was used for the study, with a validity and reliability indices of 0.78 and 0.86, respectively. Mean and standard deviation were used to answer the research question, while the t-test of independent samples was used to test the hypotheses at a 0.05 level of significance. The results revealed that the teacher's level of implementing differentiated assessment levels was low, and there was no significant difference between the implementation level of male and female teachers. The study recommended that the state ministry of education, through their Area Inspectorate Offices, should ensure to organize teacher training workshops on differentiated assessment implementation in schools and ensure teachers’ implementation in classrooms.
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