Background to the Study
A systematic collection of information for use in judging the worth of a programme, product, procedure, or objective; or the potential utility of alternative approaches designed to attain specific objectives (Joshua, 2004). Evaluation of teaching and learning in the Nigerian educational system consisted, essentially, of tests and examinations often conducted by teachers or instructors, examining bodies or government departments. Evaluation of teaching and learning is an internal arrangement by which teachers in different institutions set and used their own examinations to assess the progress of their students (Owolabi, 2004). According to Onuka (2006), there are two main types of evaluation namely: formative and summative evaluation. Formative evaluation is undertaken during the developmental stage of a programme or during the teaching and learning process. Obemeata (2005) also concluded that it is for the purpose of guiding and assisting a programme or learning to achieve its objective. Onasanya (2005) agrees that it guides and aids development and implementation of a programme. It also provides feedback on individual or group through testing. The test consists of a set of uniform questions or tasks to which a student is to respond independently and the result of which can be treated in such a way as to provide a quantitative comparison of the performance in different students (Obinne, 2011). Test is a fundamental part of the teaching and learning process that is used not only as a basis for ranking students at the end of the teaching and learning process but also to guide teaching as well as aid the development of functional curriculum (Nkemakolam, 2003). The test has been gaining an increasing awareness in almost all sector of the economy. Test is a very important aspect in the educational sector. Teachers, parents, counsellors and school administrators are all involved in the decision making processes which normally involve test. It is an instrument to make judgments and assessment of teaching and learning. It has been across cultures. It is also a screening instrument in every organization. Test is as important, in the education process as food, cloth and shelter is to life (Claussen&Aasland, 1993). In schools, test is used to measure what learners have learnt at the end of a unit. It is to promote students, to ensure they have met the required standards on their way towards certified for school completion, or to enter certain occupations, or as a method for selecting students for entry into tertiary institutions (Research, Innovation and Policy, 2008). Test is an important aspect of education system. It covers all the processes in the education sector. It enables educators, lecturers, administrators, policy makers and the community to have an idea of what is missing and what is available (Osman, 2010). Test may be administered formally or informally (wikipedia). According to osman (2010), test can be conducted at the end of an instructional cycle, semester, term or unit. Such a test is for the purpose of determining the degree to which objectives (formal or informal) have been achieved, be the instructional or programme objectives. Nitko and Brookhart (2007) conclude that students view test as a way of informing them of their progress. A test also identifies the learning areas that need improvement. Students who get feedback through test regularly are better motivated to learn as they feel more involved in their own learning. Therefore, feedback from test guides improvement of student learning as well as contributes to student motivation. The two major ways of administering a test are: the Paper-based test and Computer based test which are often a matter of personal preference, personality, and familiarity with the testing method. Paper-based and computer- based tests have been a focus of research years back based on the technology available (Baumer, Roded and Gafni, 2009).
Frontiers, E. & Odunayo, A (2021). Preservice Economics Teachers Perception and Attitude Towards the use of Computer- Based Test for Assessments in University of Ilorin. Afribary. Retrieved from https://afribary.com/works/preservice-economics-teachers-perception-and-attitude-towards-the-use-of-computer-based-test-for-assessments-in-university-of-ilorin
Frontiers, Edu, and AJAYI Odunayo "Preservice Economics Teachers Perception and Attitude Towards the use of Computer- Based Test for Assessments in University of Ilorin" Afribary. Afribary, 18 Dec. 2021, https://afribary.com/works/preservice-economics-teachers-perception-and-attitude-towards-the-use-of-computer-based-test-for-assessments-in-university-of-ilorin. Accessed 24 Jan. 2022.
Frontiers, Edu, and AJAYI Odunayo . "Preservice Economics Teachers Perception and Attitude Towards the use of Computer- Based Test for Assessments in University of Ilorin". Afribary, Afribary, 18 Dec. 2021. Web. 24 Jan. 2022. < https://afribary.com/works/preservice-economics-teachers-perception-and-attitude-towards-the-use-of-computer-based-test-for-assessments-in-university-of-ilorin >.
Frontiers, Edu and Odunayo, AJAYI . "Preservice Economics Teachers Perception and Attitude Towards the use of Computer- Based Test for Assessments in University of Ilorin" Afribary (2021). Accessed January 24, 2022. https://afribary.com/works/preservice-economics-teachers-perception-and-attitude-towards-the-use-of-computer-based-test-for-assessments-in-university-of-ilorin