THE ROLE OF FORMATIVE ASSESSMENT IN IMPROVING LEARNING OUTCOMES FOR UPPER PRIMARY SCHOOL PUPILS IN EDUCATIONAL DISTRICTS I AND II, LAGOS STATE

Abstract

In modern educational discussions, formative assessment has become a crucial technique for enhancing learning outcomes, especially in primary education where core skills are established. This study examined the role of formative assessment in improving learning outcomes for upper primary school pupils in Educational Ddistricts I and II, Lagos, Nigeria. Using the descriptive survey research design, a carefully self-designed questionnaire was used to collect data from 200 randomly selected primary school teachers from Districts I and II. The questionnaire items were validated by experts and yielded a Cronbach Alpha reliability coefficient of 0.827. The data collected were analysed using frequency distribution table and one sample t-test statistics, at 0.05 level of significance; with the aid of SPSS 21.0. The findings indicated that formative assessment procedures, often reflected in Nigeria’s practice of Continuous Assessment (CA), did not show a statistically significant impact on the academic achievement of upper primary pupils; formative assessment significantly improves engagement and motivation in learning among upper primary pupils; and that there are significant challenges faced by upper primary teachers in conducting formative assessments. Hence, this study recommends among others, that, government should establish ongoing professional development initiatives to enhance teachers' competencies in the design and execution of successful formative assessments; educational authorities should to incorporate formative assessment processes into policy frameworks in conjunction with summative methods; primary schools must be well equipped with instructional materials and technological instruments to mitigate implementation challenges.