CHAPTER TWO: THE PROBLEMS AND PROSPECT OF TEACHING METHODS IN SOME SELECTED SCHOOLS IN KADUNA NORTH LOCAL GOVERNMENT AREA OF KADUNA STATE


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.
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