Impact of Biology Teachers Characteristics on Continuous Assessment Among Senior Secondary School Teachers in Kwara State
Abstract
This study examines the influence of teacher characteristics on continuous assessment practices in biology education in Kwara State, Nigeria. The goal of education is to facilitate comprehensive development, and assessment is a fundamental tool for evaluating the achievement of educational objectives. The research investigates how teachers' gender, academic qualifications, and years of teaching experience impact their approaches to continuous assessment in biology. The findings indicate that teacher characteristics play a significant role in shaping continuous assessment practices. Female teachers tend to administer assessments more frequently and provide valuable feedback to students. Educators with higher academic qualifications demonstrate a better understanding of assessment theory and align assessments with curriculum objectives. Furthermore, experienced teachers excel in designing and implementing assessments but may benefit from ongoing support to prevent rigidity in their assessment methods. To enhance continuous assessment practices, it is recommended that tailored professional development programs be established for biology teachers. Additionally, mentorship programs can assist less-experienced teachers in improving their assessment strategies. Promoting gender-sensitive teaching techniques and encouraging educators to stay updated on assessment best practices are crucial steps toward enhancing biology education in Kwara State.
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