TEACHING & ASSESSMENT METHODS RESOURCE Prof C. O. O. Kolawole

A THOUGHT ON THE TOPIC ‘It is not in fact teaching but assessment that plays the largest part in guiding students learning’, (Snyder, 1971). Teaching and Assessment are critical to promoting learning and achievement of objectives Assessment on its own must reflect objectives and what students have learnt.

Teaching and Assessment must show: What we expect learners to know and be able to do in terms of: – The quality of knowledge and information we expect from them, – The ability we expect them to demonstrate after instruction, This will in turn determine type of assessment methods and the resources that are deployed

There is a clear need for diversification We need more of oral presentations; Peer assessment; Field work; Tasks oriented assessment on individual or group basis, simulation, role play, lab reports, Written tests are however inevitable.

Resources for assessment This varies depending on type of assessment, the objective to be achieved and the skills learners are expected to demonstrate. Broadly categorised into three: (a) Human resources depending on the situation, the requirements and the standard to be met. Material resources – there are several of these Infrastructural – laboratory, theatre, classrooms,

When do we assess? Assessment can take place: At the beginning of teaching to take a measure of learners entry behaviour; During teaching to ascertain learners progress; At the end to ascertain what learners have gained. Assessors have to make the exercise comprehensive *To measure instruction, methods applied, knowledge acquired and objectives achieved.

Forms of assessment Written – essay, multiple choice, fill-in the gaps, objectives, etc. Each of these has merits and demerits; Oral Presentations, case studies, discussions, role-play and debates; Task-oriented, diagnosis Fieldwork, etc.

Appreciation I appreciate the opportunity of being here to work with this distinguished audience. Thank you.