Henry Ojating


Information gathering about young school learners during the teaching-learning process involves a wide variety of tools. Such tools are not only formal, but largely informal. Classroom assessment is simply the deployment of these tools cyclically to track the progress of young learners with a view to improving teaching and learning. This paper explores assessment tools for young school learners and presents a graphic illustration of the cycle of assessment. Problems and challenges capable of inhibiting classroom assessment processes were cited, along with recommendations.


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