The Assessment of Teachers Perceived Skills in Affective Assessment Practice: A Convergent Parallel Design

Abstract

The study assess teachers perceived skills in affective assessment practices in secondary schools. A convergent parallel mixed model design was used, three research questions and hypotheses served as its guiding principles. 1,888 junior secondary school teachers in Obio Akpor LGA, Rivers State made up the study's population. For this study, 383 junior secondary school teachers made up the sample size. Simple random selection was utilized to select nine schools from the 27 junior secondary schools as part of the multistage sample methods. Each of the nine schools had a sample taken using proportionate sampling. Finally, the instruments were given to the teachers and schools that had been chosen using the convenience sampling technique. The study employed both quantitative and qualitative instruments. A 16-item questionnaire that was created by the researcher and validated by two additional educational evaluators served as the study tool for quantitative data collecting. Open-ended questions were utilized in a semi-structured teacher interview that was created. Interviews were conducted with two teachers from each of the nine chosen schools.  Using Cronbach's alpha, a reliability coefficient of 0.87 was calculated. For the research questions, simple percentages, means, and standard deviation were used. The hypotheses were tested using the chi-square and independent t-test. Only 27.3 percent of respondents reported to have sufficient knowledge of the affective assessment instrument, according to the results. The interviewees claimed to have little familiarity with the affective assessment methods. Also, only a small percentage of respondents, 30.8% always employ affective assessment techniques.  The affective assessment tools are only occasionally used, according to all interviews. According to the findings, teachers' biggest concerns were allocating their limited time effectively and evaluating their crowded classes. Regardless of gender, there are no significant difference in the knowledge, application, and difficulties of teachers in affective evaluation techniques. It is recommended, among others, that teachers take training to learn about and experiment with various affective assessment tools.