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Classroom Assessment in Secondary Schools in Nigeria

education though not everybody that graduates from this level of education actually proceeds.Assessment is one way of determining how well this is done, to that extent it is an importantcomponent of secondary education. It can be looked at from micro and macro levels. At the macrolevel assessment is designed to collect information for purposes of certification and very often schoolassessments are integrated into results obtained for deciding on quality of performance in theexaminations conducted by the examination boards external to the school. At the micro levelassessments are conducted at the school level and these have been variously described as continuousassessments and school-based assessments. These assessments are used for determining progressionfrom one class to another. In fact the school-based assessments within school nomenclature arecomposed of continuous assessment, end-of term and end-of-year examinations. School-basedassessments are expected to be used as a formative tool to ensure that good, valid and reliablecertification examination results are obtained. This paper would attempt to show how well this hasb e e n d o n e b y h i g h l i g h t i n g t h e i m p l e m e n t a t i o n m o d e s ,problems, lessons learned and future directions in classroom assessments.

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