COMPARATIVE STUDY OF USING STANDARDZED TEST AND TEACHER MADE TEST IN ASSESSING COGNITIVE OUTCOMES ON MATHEMATICS STUDNTS’ ACHIEVEMENT IN FEDERAL CAPITAL TERRITORY, ABUJA-NIGERIA
| dc.contributor.author | Allahnana, Kwanza Maikudi | |
| dc.contributor.author | Aku, Philip Eggon | |
| dc.date.accessioned | 2023-12-13T07:44:33Z | |
| dc.date.available | 2023-12-13T07:44:33Z | |
| dc.date.issued | 2019-01-19 | |
| dc.description.abstract | Lack of reliable tests, researches has showed that students achievement in mathematics are not up to standards. This called the attention of standardised test which is a test that is administered and scored in a consistent, or "standard" manner. Standardised test is designed in such a wap that the questions, conditions for administering, scoring procedures, and interpretations are consistent and are administered and scored in a predetermined, standard manner. Any test in which the same test is given in the same manner to all test takers, and graded in the same manner for everyone. is a standardised test. Standardised test do not need to be hbh-stakes test, time-limited test, or multiplechoice test. The questions can be simple or complex. Teacher-made test is normally prepared and administered for testing classroom achievement of students, evaluating the method of teaching adopted by the teacher and other curricular programmes of the school Teachermade test is one of tire most valuable instrument in the hands of the teacher to solve his purpose. Mathematics is applied in the study of arts, languages, social sciences, vocational studies, natural and physical sciences, through research and departmental documentation. It is used in forma! and informal education as well as in our everyday life to subdue environment and reform lives through daily domestic actirities. constructions ofinfrastructure and a host of others. The study of mathematics is compulsory in secondary schools in Nigeria because of the vital role it plcrys in the scientific and technological growth and development of the nation. A shortfall in the knowledge of the students in mathematics means that the goal may not be realised, hence the need to improve instructional practices for solving the problem ofpoorperformance in the subject. This study investigated the comparative study of using standardised test and teacher made test in assessing cognitive outcomes on mathematics students ” achievement in Federal Capital Territoiy. Abuja-Nigeria using ex-post facto survey research design. A simple random sample of300 Senior Secondary two (SSII) students was selected for the study from a population of 10S209 SS II students. Mathematics standardized test with teacher made test were used as instrument of data collection. Data were analysed using descriptive and inferential statistical techniques. The findings mealed that standardized test improved mathematics achievement of the students than that of teacher made test. It was recommended that secondary school mathematics teachers should be trained and re-trained to update their knowledge in the use of teacher made test assessment for making the teaching and learning of mathematics more interesting and rewarding. | en_US |
| dc.identifier.citation | Allahnan, K.M & Aku, P.E. (2019) COMPARATIVE STUDY OF USING STANDARDZED TEST AND TEACHER MADE TEST IN ASSESSING COGNITIVE OUTCOMES ON MATHEMATICS STUDNTS’ ACHIEVEMENT IN FEDERAL CAPITAL TERRITORY, ABUJA-NIGERIA | en_US |
| dc.identifier.uri | https://keffi.nsuk.edu.ng/handle/20.500.14448/4090 | |
| dc.language.iso | en | en_US |
| dc.publisher | Department of Educational Foundations, Nasarawa State University, Keffi. | en_US |
| dc.subject | Standardized test, teacher made test, cognitive, achievement | en_US |
| dc.title | COMPARATIVE STUDY OF USING STANDARDZED TEST AND TEACHER MADE TEST IN ASSESSING COGNITIVE OUTCOMES ON MATHEMATICS STUDNTS’ ACHIEVEMENT IN FEDERAL CAPITAL TERRITORY, ABUJA-NIGERIA | en_US |
| dc.type | Article | en_US |