MEASUREMENT AND EVALUATION OF PRAGMATIC SKILLS IN TERTIARY INSTITUTIONS IN NIGERIA: CHALLENGES AND WAY FORWARD

Abstract

Skill-based education is education which aims at delivering knowledge, skills and competences required in a particular occupation for the world labour market. Skill-based education is very important as it develops a person for life and it affords the competences which are necessary in a democratic and knowledge-based society. In order to assess the effectiveness of skill-based education, technical and technological teachers need skills in measurement and evaluation techniques. These techniques are very imperative to skill-based education teachers because they impart knowledge and demonstrate skills, which must be measured and evaluated within the context of pedagogical attainment. The objective of this paper was to synthesize selected documents indicating current issues on skill-based education in Nigeria. Recommended efforts have been made toward this goal by the NCCE, NBTE and NUC, which have provided the curricula for training skill-based education teachers in order to assist them developed measurement and evaluation skills. The researchers recommends among others that teacher should be assisted to develop checklist and rating scale for evaluating demonstration lessons and the learner’s attitudes towards technical profession. Also, professional development programmes should be based on academic standards, learning goals and the identified needs of students and teachers. Newly recruited teachers should have less demanding assignments than more experienced teachers. They should have opportunities to observe measurement and evaluation assessment from experienced teachers.