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The study investigated the significant difference in students' achievement between Authentic assessment and Portfolio achievement as well determined students' attitude towards authentic and portfolio assessments. The study also verified whether there would be a significant relationship between students' achievement and their attitude towards authentic assessment as well as portfolio assessment. These were with a view of enhancing the effective use of authentic and portfolio assessments in the learning of Social Studies in junior secondary schools in Osun State. The study employed two group pre-test only non-randomized experimental research design. The population for the study consisted of students in J.S.S. two classes in Osun State. The sample consisted of 480 Social Studies students that were purposively selected in two secondary schools in Osun State. Three research instruments were developed by the researcher. Four research hypotheses were raised. The t-test and chi-square statistical analyses were utilized for data analysis. Two hypotheses were accepted while the remaining two were rejected. It was recommended among others, that more studies on the mode of assessment were needed in Nigeria so that efforts at improving educational system could be goal oriented especially in this dispensation of educational reform.
Key words: Authentic Assessment, portfolio Assessment, attitude, learning, social studies, junior secondary schools
Teaching is part of the educational process and its main task is to develop in individuals, such skills, competence and intellectual capacities, which will enable them to live effectively within the complex, dynamic and growing society. Teaching aims at increasing the effectiveness of the learners. It aids learning, which results into a change in the behaviour of an individual if exposed to some kind of experiences. The main purpose of classroom instruction is to enable the learners to demonstrate positive changes in knowledge, thinking and reasoning, character development and industry. The desired changes in learning activities can be realized only through effective teaching and learning. Observation of the desired cognitive, affective and psychomotor changes in learner's behaviour involves the process of evaluation, which has become an essential part of the teaching and learning process.
The impossibility of separating teaching from assessment can be observed wherever teaching occurs. As the teaches the pupils, he judges how well they are doing, how they can do better, and how she can organize...