TEACHERS’ ASSESSMENT LITERACY AND ITS INFLUENCE ON STUDENTS’ ACADEMIC PERFORMANCE IN RIVERS STATE SECONDARY SCHOOLS

Abstract

This study examined the influence of teachers’ assessment literacy on students’ academic performance in Rivers State secondary schools. The research employed a descriptive survey design,  targeting 300 secondary school teachers and 900 students selected through stratified random  sampling. Data were collected using a structured questionnaire for teachers and students’ academic  performance records. Descriptive statistics, Pearson correlation, and regression analyses were used  to analyze the data. Findings revealed that teachers possessed a moderate level of assessment  literacy, with stronger knowledge of assessment principles but weaker skills in analyzing assessment  data and applying results to instruction. Students in schools with highly assessment-literate teachers  performed better academically than those in schools with lower teacher assessment literacy. A strong positive and significant relationship (r = 0.68, p < 0.05) was found between teachers’  assessment literacy and students’ academic performance. Key challenges faced by teachers included inadequate training, large class sizes, time constraints, limited resources, and insufficient administrative support. The study concluded that enhancing teachers’ assessment literacy and addressing systemic challenges are crucial for improving student learning outcomes.

Recommendations include targeted professional development, provision of assessment resources, reduction of class sizes, and strengthened administrative support to optimize assessment practices.