ASSESSMENT TOOLS AND TECHNIQUES USED BY TEACHERS IN THE IMPLEMENTATION OF GOVERNMENT CURRICULUM IN SECONDARY SCHOOLS IN ENUGU EDUCATION ZONE

The main purpose of this work was to investigate the assessment tools and techniques used by teachers in the implementation of Government curriculum in Enugu Education zone. Three Education zones were purposively selected for the study; Enugu North, Isi-Uzo and South East. The study adopted descriptive survey design. Six (6) research questions guided the study; What assessment tools and techniques are often used by teachers in the implementation of the Government curriculum?, What areas of behaviours do teachers often assess in the process of implementing Government curriculum?, To what extent does gender determine teachers’ effective usage of assessment tools and techniques in the implementation of the Government curriculum?, To what extent does qualification determine teachers’ effective usage of assessment tools and techniques in the implementation of the Government curriculum?, To what extent does teaching experience determine teachers’ effective usage of assessment tools and techniques in the implementation of the Government curriculum?, What are the challenges faced by teachers in the use of assessment tools and techniques in the implementation of the Government curriculum? Three hypotheses on gender, qualification and years of teaching experience were formulated for the study. Results show that teachers of Government do not very often use assessment tools and techniques for affective and psychomotor domains but often use assessment tools and techniques for cognitive domain. The findings also revealed that teachers do not very often assess the areas of behaviour in affective and psychomotor domains but often assess areas of cognitive domain. The findings further show that gender is not a significant factor in the use of assessment tools and techniques by teachers of Government while qualification and years of teaching experience are significant factors. Based on the findings, recommendations were made which include that curriculum planners should emphasize on the need to assess the three domains of learning and that facilities should be provided in schools to enhance the assessment of the three domains of learning using appropriate assessment tools and techniques.