Fairness in School Based Assessment
Recent
trend across the globe is the concern on fairness in matters concerning the
various issues in education. In some context, fairness and equity are used
synonymously. Fairness or equal opportunity in assessment relates to two issues.
Fairness in comparison, in essence, have the group being tested had the same
opportunity to learn? (Uwakwe, 2005).
Fairness
however does not only relate to learning but has to do with the way and manner
in which continuous assessment procedures are in the Nigerian classroom
context, can we create an assessment system that is fair to all learner? It’s a
categorical no but urges that we can however make it fairer.
Meanwhile
in the implementation of school based assessment, Njabilu (1999) cited in
Njabilu et al (2005) identified some factors that may pose challenges to the
authenticity and dependability of all continuous assessment marks. These are:
- Number of continuous assessment test/assignment to
be given per subject.
- Absenteeism/late/non-submission of test
assignments.
- Make up tests/assignments
- Plagiarism
- Calculation of final continuous assessment marks
for each subject
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