期刊名称：International Journal of African & African- American Studies
出版年度：2009
卷号：7
期号：1
语种：English
出版社：International Journal of African & African- American Studies
摘要：Normal 0 false false false MicrosoftInternetExplorer4 st1\:*{behavior:url(#ieooui) } /* Style Definitions */ table.MsoNormalTable {mso-style-name:"Table Normal"; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-parent:""; mso-padding-alt:0in 5.4pt 0in 5.4pt; mso-para-margin:0in; mso-para-margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:10.0pt; font-family:"Times New Roman"; mso-ansi-language:#0400; mso-fareast-language:#0400; mso-bidi-language:#0400;} The purpose of this study was to investigate the relationship that existed among the two modes of assessment (Authentic assessment and Portfolio assessment) employed, based on the performance and the attitude of the students towards the two modes of assessment. The study was a survey design. The sample of the study consisted of four hundred and eighty (480) students that were purposefully selected from two secondary schools in Ife Central Local Government Area of Osun State, Nigeria. The sample was selected using purposeful random sampling among Junior Secondary School Students (JSS 2). The instruments used for data collection included: Social Studies Achievement Test, Instructional guide on Authentic Assessment and Instructional guide on Portfolio Assessment. Four research hypotheses were generated in the course of the study. The t-test and f-test statistical methods were used for data analysis. Results indicated that significant relationship existed between Achievement in Authentic Assessment and Achievement in Portfolio Assessment., whereas, no significant difference existed between Attitude towards Authentic Assessment and Attitude towards Portfolio Assessment. Also the results indicated difference in Achievement and Attitude towards Authentic Assessment. Likewise, difference existed in Achievement and Attitude towards Portfolio Assessment. Among others, it was recommended that more studies on the mode of assessment are needed in Nigeria so that efforts at improving educational system could be goal oriented, especially in this dispensation of educational reform.
