Ways of
measuring students' academic performance:
Academic performance is commonly measured by examinations or
continuous assessment but there is no general agreement on how it is best tested
or which aspects are most important, procedure knowledge
such as skills or
declarative knowledge such as fact. According to Longe (2011) specifically in
schools, colleges and university, academic performance is measured mostly by
the extent of achieving cognitive goals that either apply across multiple
subject areas (e.g. critical thinking or include the acquisition of knowledge
and understanding in a specific intellectual domain e.g. numeracy, literacy,
science, history).
Ezezue (2013) states that, among the many criteria that indicate
academic achievements, there are very general indicators such as procedural and
declarative knowledge acquired in an educational system, more curricular- based
criteria as grade or performance on an education system, more curricular- based
criteria such as grades or performance on an educational achievement test, and
cumulative indicators of academic achievement such as educational degree and
certificates.
In support of the above,
Uduigwomen (2013) opines that, academic performance should be measured
in multiple means and, methods such as teachers observation, benchmark
assessment, students portfolios, rubrics, progress monitoring tools,
standardized assessments and other local assessments. Igbafen (2012) adds that,
over the past century, the educational community and the public have become
familiar with the tools of the educational achievements test and measurement
tests. Almost every adult in our society has personal experience with
standardized achievement" testing. In most standardized achievement
testing booklets, there are test items in a variety of formats, for example,
multiple- choice, item and true or false, short answer or essay items. By the
time the test booklets and bubble sheet are in the hands of the test takers a
great deal of thought and decision making has taken places but that work is
invisible to the test taker. In the same way, once test booklets are in the
hands of the students, test items reflect educator-and measurement expert
understanding of how to measure successful students' outcomes, and this
understanding ultimately is reflected in achievement scores.
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