As a result of increasing complexity of assessing all aspects of human behaviours, a lot of data are generated on individual learner and from teachers and the system. What qualifies as big data in assessment in Nigeria? This research identifies the sources of assessment big data in Nigeria, investigates how the big data are generated and processed, and identifies the problems of generating and processing assessment big data in Nigeria. Through purposive sampling technique forty-five experts in education assessment and research were selected. The instruments for data collection were interview and documents. The data collected were analysed using descriptive statistics to answer the five research questions that guided the research. The results of the investigation showed that the internal and external examinations and assessments from secondary schools, and course work results in universities were identified by more than 95.5% of the experts interviewed as the major sources of assessment data in Nigeria. The major problem in generating and processing assessment big data from the experts’ opinions is low awareness on the need/advantages of assessment big data with the highest mean rating (4.29±0.76). Many data are not analysed and a lot of information are lost. Recommendation was made amongst others on the need for the stakeholders to create awareness on the importance of big data in the modern education system to improve learner’s performance.
A prominent drawback to the economic advancement of Nigeria is the lack of right and adequate technical manpower to drive the technological institutions in the country. One factor of such challenge is the outcomes of classroom assessment. Assessment at the classroom level places great tasks at the shoulders of teachers and evaluators. The tasks increasingly manifest in technology education, where scores awarded should of necessity translate to technical skills acquired. Though a recent study has shown that the products of technology education of Nigerian Certificate in Education (NCE) programmes posses knowledge and skills that enable them perform creditably at their workplaces, but there still seem to be some gap between the grades they earn at graduation and the skills they possess. The need to make the technology education graduates in Nigeria internationally acceptable in terms of skill acquisition still remains a problem. Hence, the study sets out to ascertain activities that will ensure the validity of skill assessment scores in technology education. Six research questions and two null hypotheses guided the study. The population of the study consists of 104 technology education teachers in tertiary institutions in South East, Nigeria. There was no sampling, because the entire population was not very large, and therefore, were all used for the study. The instrument for data collection was questionnaire. The results showed that some teacher development activities, teachers' application of item construction procedure, content delivery issues, and facilities for teaching and conducting examinations will ensure valid interpretation of skill assessment outcomes.The ratings of the activities by male and female, and less or more experienced teachers did not differ. It was recommended among others that government and implementers of technology education should be encouraged to allow the identified conditions to operate in technology education in Nigeria.
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