Review Of Related Literature
The term evaluation
as define by Alkin (1970) is that process of which decisions are made in view
of concerned outcomes, by selecting appropriate information. This collation and
processing of information; collation and analyzing information; in order to
give concise report, summary of empirical data, useful to administrators/
executives is selecting among alternatives NAFDAC (1994). While evaluation by
many scholars has been categorized and given the different interpretations at
various (general/ vocational education) levels, To some scholars, it is the
appraisal on the wrath or value of a thing or action and making of appropriate
decision on the basis of such appraisal, Grace (1994), Jere (1999) and Hughes
(1959). While to others evaluation means the
collection of data and the use of
such data to summarize information with regard to variable under study, these
to assess the effectiveness or quality of a programme. (Okoro 2000,
Harbor-Peters 1999 and Nworgu 1992).
Okoro (1991) and
Tanner (1980:151) informed us that in view of appropriate evaluation the
America research development effort “in skill mastery and preparation” for
effective vocational education, have brought about positive change in the
assessment of skills by teachers and America society.
However, in Nigeria,
it is unfortunate as Okoro (2000) Okorie and Ezeji (1988) noted, that one of
the problem associated with skill training is its evaluation. It has been
observed by the author, a number of teachers trained in Nigeria are unable to
evaluate the level of skills possessed by their students. Whereas the ethical
demand in their training is the development of their pupils. Accordingly, Okoro
(2000) Okoro(1991) Okorie, and Ezeji (1988)contended that teachers pre-
occupation should be to assist pupils acquire knowledge. Based on the above
mentioned concepts, one cannot but agree with Aina’s (1990) view that initial
preparation of teachers is fundamental. If and only such teachers are to
fulfill the necessary and accepted tasks in the methodology of inculcating
knowledge in pupils.
Okorie (2001) and
Okoro (1991) supported Aina (1991) when they stressed that a good teacher
should possess (professionally) the ability of considering all relevant
factors, including the nature of performances been tested before deciding on
the type of test to use. This is in conformity with ma’aji (1984).
Understanding Concepts Of Education Taxonomy
Vocational technical
education according to Okorie (2001) is concerned with equipping individuals on
worth- while activities, such as in knowledge, attitudes and skills that will
enable the individual to their chosen occupation and progress. The use of
appropriate evaluation technique in assessing the level of performance of the individual
pupil will help the individual to realize this aim. A thorough evaluation of
pupils’ performance in education involves the evaluation of the attainment of
cognitive, effective and psychomotor objectives in their taxonomy.
The psychomotor
domains according Aina (1972) is graded
from its lowest categories reflex movements that developed naturally to higher
level of non-discursive communication with school teachers are not ordinarily
concerned with unless they are engaged by inspectors. Psychomotor categories.
1.0
Reflex
movements.
2.0
Basic
fundamental movement.
2.0.1 Locomotors movement
2.0.2 Manipulative movement
3.0 Perceptual abilities.
3.1 Kinesthetic discrimination.
3.2 Visual discrimination.
3.3 Auditing discrimination.
3.4 Tactile discrimination.
3.5 Coordinated perceptual abilities.
4.0 Physical abilities.
4.1 Endurance.
4.2 Strength.
4.3 Flexibility
4.4 Agility
5.0 Skilled movements.
5.1 Simple adaptive skill.
5.2 Compound adaptive skill.
5.3 Complex adaptive skill.
6.0 Non- discursive communication express.
6.1 Interpretive movement.
The above statement
is found to be in agreement with views expressed in Harbor- peter (1999), Nwogu
(1992) and Grace (1994), Which based on this teachers in context should be
aware of the need to evaluate the above three domains and should determine
ahead of these the specific objectives needed in the achievement of these three
domains. Also Umeano (1999) state that the
cognitive and affective function of a human being are related to the
psychomotor processes.
Process/Product Evaluation
To assess the
psychomotor skills possessed by pupils Performance test is carried out as
stated by Okoro (2000) . Written cognitive test is used to determine the
ability to perform complex psychomotor. Process evaluation involves ‘checklist’
observing and rating the procedure adopted by students in performing a task.
While product
evaluation involves rating and grading the end product of the performance, to
determine the extent to which it satisfied previously determined criteria,
Okoro (2000). Process evaluation may involve how a pupil carryout activities.
Process evaluation is done using checklist and rating scales. Product
evaluation, on the other hand which is terminal grading and rating, involves
assessing the final product and noting whether it is turned to specification or
not. Therefore, in assessing learner performance either process or product
evaluation or combination of both methods, are used.
Observational Review
The neglect of
process and product measurement by teachers, does not lead of proper evaluation
of students, teachers are observed to rely on written cognitive test as
strategy for accessing pupils performances. The learner will be deficient in
the psychomotor skill. The outermost effect of such is that the learner
unconsciously and consciously imbibes the cognitive skill. This does not
justify the basic need of education in Nigeria schools system as required by
the National Policy on Education (1998).
Nigerian Primary Schools’ Compliance To The Nigeria National
Policy On Education
The importance of evaluating learning outcomes, using wide
variety of instruments and containing data from a wide variety of sources,
rather than the use of one-shot and one-type examinations, have long been
recognized worldwide, hence the Federal Government of Nigeria, mandated in 1982
the use of evaluations of this nature, known as continuous assessment, in
Nigeria schools, Several problems, confronted it’s planning and implementation.
The authors of this study went out in the field to evaluate the nature and
scope of this activities and problems that have to do with implementing
continuous assessment in Nigerian primary schools. The findings of this study
suggest that, by and large the continuous assessment procedure is accepted in
preference to the previous narrower scope of one-shot evaluation, but many
problems continues to threaten the benefits derivable from using this method to
evaluate primary school pupils.
Formative
And Summative Evaluation
Evaluation
is the comparison of actual impacts against strategic plans. It looks at
original objectives, at what was accomplished and how it was accomplished. It
can be formative, that is taking place during the life of a project or
organisation, with the intention of improving the strategy or way of
functioning of the project or organization. It can also be summative, drawing lessons from a completed project or an
organization that is no longer functioning.
Formative and
summative evaluations in education are compared, and appropriate uses of these
methods in teaching evaluation are discussed. The main purpose of formative
evaluation is to determine a level of mastery of learning task, along with
discovering any part of the task that was not mastered, in other words,
formative evaluation focuses the learning necessary to obtain mastery.
Summative evaluation is aimed at more general assessment of the extent to which
educational goals have been attained over an entire school term. While
formative evaluation highlights areas that need improvement or commendation,
the goals of summative evaluation are:
1.
Grading
or certifying pupil.
2.
Judging
the effectiveness of students learning.
3.
Comparing
curricula.
Formative evaluation is a short-term effort of
specific content, with focus on specific abilities. Summative evaluation, a
more general long term effort, focuses on transferable abilities, often
cognitive in nature, summative evaluation occurs when it is too late to modify
the process under study. Formative evaluation test result may lead to
conclusions that other methods would be more effective. Ideally, teachers should
incorporate both types of evaluation in teaching and learning development.