STUDENT ASSESSMENT AND

EVALUATION:
Issues of Quality and Objectivity
A PAPER PRESENTED AT THE 2-DAY SEMINAR ORGANISED BY THE
ACADEMIC STAFF OF THE FEDERAL POLYTECHNIC, ILE-OLUJI,
NIGERIA.
ENGR. AKINNIFESI A.F (AG. DEAN OF PROGRAMMES)
JOHNSON OLANREWAJU V. (DEPARTMENT OF COMPUTER SCI)

INTRODUCTION
The ability to engage in high-quality assessment has
become a sine qua non for the higher-level educator.
But

effective

assessment

requires

mastering

the

professional knowledge and skills involved.

The field of assessment and evaluation, like all other
specialized disciplines, has developed many important
concepts, principles, and methods to guide practice.

ASSESSMENT DEFINITIONS
Assessment

is a process of determining "what is.

It

is the systematic collection of data to monitor the success of a

programme or course in achieving intended learning outcomes
(ILOs) for students. Assessment is used to determine:
What students have learned (outcome)
The way they learned the material (process)

Their approach to learning before, during, or after the program or

course

 Assessment

an also be defined as a process by which

information is obtained relative to some known objective
or goal.

EVALUATION
Evaluation can be described as a judgment by the instructor
or educational researcher about whether the program or
instruction has met its Intended Learning Outcomes (ILO).

PURPOSE OF ASSESSMENT AND EVALUATION

1.Monitoring student progress,
2.Reinforce desired outcomes and behaviors,
3.A review to provide structure for students,
4.An aid in career guidance,
5.Classification and placement of students,
6.An aid for curriculum/instruction improvement, and
7.An assessment of teacher effectiveness.

TYPES OF ASSESSMENT AND EVALUATION

a.Formative Assessment

b. Summative Assessment

c. Process Assessment

ARCHITECTURAL FRAMEWORK FOR ASSESSMENT AND EVALUATION

Figure 1.0 Showing the assessment and evaluation mapping between Teachers and students (Source: Teacher Assessment and Evaluation: The National Education Associations Framework for
Transforming Education Systems to Support Effective Teaching and Improve Student Learning)

INTER-FLOW OF ASSESSMENT

Program Assessment

Student
Assessment

Course(s) Assessment

Evaluation

Evaluation

DIFFERENCE BETWEEN ASSESSMENT AND EVALUATION

CURRICULUM, STUDENT ASSESSMENT AND EVALUATION

Curriculum exists for students. It is concerned with both
content and process. Content refers to what we want students
to learn and process refers to how the content is managed.
Curriculum must be characterized by a balance of knowledge,
skills and attitudes. Curriculum must be :
Based on the guidelines of the regulatory body e.g NBTE
It must be such that will prepare the students with
global competitiveness

 It must be organized in a logical and sequential manner.

It must encourage critical thinking.

provide the student with opportunities to develop
the ability to make reasoned judgments.
It must be complementarily enrichment and
enhancement to provide for the dynamism in each
courses.

Other enablers are:

Role of the Teacher
Role of Society
Curriculum Support like funding and
resources

MODES OF ASSESSMENT
a)Class Test:
b)Quizzes:
c)Assignment
d)Group Work
e)Oral Presentation
f)Practical Sessions
g)Final Semester Examination e.g. 60

Continuous
Assessment
e.g. 30 or 40
marks
or 70

TOTAL SCORE (100)=CA (30/40)+SEM EXAM (70/60)

THE LANGUAGE OF ASSESSMENT

A matter of great importance is the use of language which
should includes:
Non-offensive racist remarks.
Non-gender biased language.
Non usage of Social Network terms or slangs while setting
questions

 Choice of words usage in relations to level or programs e.g.

HND should be different from ND
Use appropriate registers to get the students familiar with the
field of study.
Grades are a form of vocabulary that students need to
understand its meaning and points attached to it.

GRADING POLICIES AND PROCEDURES

Generate

students final score from the addition of CA, Practical and

final Semester examination taking into consideration the class of
grade that matches the score.
Score

Grade

75-100

70-74

AB

65-69

60-64

BC

55-59

50-54

CD

45-49

40-44

0-39

STRATEGIES FOR FAIR AND CONFLICT-FREE

GRADING
a. Create a Grading Plan
b. Communicate Your Plan to Students
c.

Keep Records

d.

Consider the Distribution of Grades

Responding to Grade Challenges

Do not attempt to re-grade exams or projects with the
concerned student looking over your shoulder.
Be careful not to get caught between Senior/Cocolleagues and students on re-grading questions.
Issues of upgrade in the final score must be in form of
agreement, uniformity and across board for the students.
Be careful and cautious rough score sheet or multiple
pens usage. Append your signature where applicable.

Grading Papers
Write comments judiciously and legibly.
Try to be specific enough with your suggestions.
If you find that you are saying similar things to several
students, prepare a hand note on whatever the students are
stumbling over.

 A paper should be judged on its content, organization,

and style.
Follow the same strategies for grading papers as you
would for essay exams. Get a marking scheme.
Read a few papers before you actually start grading to
get an idea of the range of quality.
Stop grading when you get too tired or bored.

GRADING SYSTEM

The grading system adopted in Nigeria higher education is the Cumulative

Point Average (CGPA).
Course

1ST

Unit Grade

Poi
nt

WP

Course

2ND

Unit Grade

Poin WP
t

COM101 3

AB

3.5

10.5

COM121 3

4.0

12.0

COM113 3

4.0

12.0

COM122 3

4.0

12.0

COM112 3

3.2
5

9.75

COM121 3

3.25 9.75

MTH121

3.0

6.0

MTH112 2

BC

3.0

6.0

GNS128

2.5

5.0

GNS101

CD

2.5

5.0

EED126

2.0

4.0

LIB101

0.0

0.0
15

13

43.25

=3.33

=3.25

48.75

CGPA

=3.29

Grade Point and Grade Result Tables

A

4.00

4.00-3.50

AB

3.50

3.49-3.00

3.25

BC

3.00

2.75

CD

2.50

2.25

2.00

0.00

2.49-2.00

Un
g

2.99-2.50

Remarks

su
lt

Point

GPA/CGPA
Grade

Re

Grade

Non-graduating Semester

ra
de
d

Grade Point

1.99-1.75

Probation

1.74-1.50

Warning

1.49-0.00

CWD

Two conq
sem absent

VW

Graduating Semester
GPA/CGPA
Grade

Remarks

4.00-3.50

Distinction

3.49-3.00

Upper Credit

2.99-2.50

Lower Credit

2.49-2.00

Pass

1.99-0.00

Certificate of
Attendance

CONCLUSION
Teachers are committed professionals who use assessment
and evaluation to improve learning opportunities for
students. They use multiple sources of information to
provide for the ongoing assessment, evaluation and reporting
of student progress.
As a final word on assessment, the profession maintains that
teachers are ultimately responsible, both legally and
professionally, for evaluating and reporting student progress

BIBLIOGRAPHY
The term intended learning outcomes is from (Biggs, J and Tang, C. (2011): Teaching for Quality Learning at University,
(McGraw-Hill and Open University Press, Maidenhead)
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Assessment in Higher Education. San Francisco: Jossey-Bass. [405 pp.]
Gardiner, Lion F. 2000. "Monitoring and Improving Educational Quality in the Academic Department." In Leading
Academic Change: Essential Roles for Department Chairs, Ann F. Lucas and Associates, 165-194. San Francisco: JosseyBass.
Gardiner, Lion F., Caitlin Anderson, and Barbara L. Cambridge, eds. 1997. Learning through Assessment: A Resource Guide
for Higher Education. Washington, D. C.: American Association for Higher Education Assessment Forum. [116 pp.]
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Angelo, T and Cross, K.P. 1993. Classroom assessment techniques a handbook for college teachers. Jossey-Bass A Wiley
Imprint, San Francisco, CA. Pp 427.
Assessment of Student Learning in STEM disciplines. A Duke University Teaching IDEAS workshop presented by Ed
Neal, Ph.D. Director of Faculty Development, Center for Teaching and Learning, University of North Carolina.