ASSESSMENT STRATEGIES OF TEACHING AND LEARNING IN HIGHER EDUCATIONAL INSTITUTIONS AS PERCEIVED BY LECTURERS IN TERTIARY INSTITUTIONS IN ENUGU STATE
This paper ascertained the formative and summative assessment strategies on teaching and learning in higher educational institutions in Enugu State. Two research questions were answered and one hypothesis was tested in this study. A descriptive survey design was adopted in the study. The sample comprised 200 lecturers (96 males and 104 female). The Instrument used for data collection was a 20 - item questionnaire. The instrument was face-validated by three experts, two in educational psychology and one in measurement and evaluation, allfrom Enugu university of Science and Technology validity. A reliability
coefficient of 0.91 was obtained using Cronbach Alpha's method. The research questions were analyzed using mean scores and standard deviation while the hypothesis was tested at 0.05 level of significance using the t-test. The result of data analysis showed that the
use of formative and summative assessment strategies enhance teaching and learning extensively. It was also noted that formative and summatiye assessment strategies have significant effect in improving the students' lecturing and lecturers teaching. Based on
the findings, it was recommended that lecturers in tertiary institutions should beef up their assessment strategies in order to improve on the students' performance.