LANGUAGE ASSESSMENT AND EDUCATIONAL ACHIEVEMENT: AN APPRAISAL OF SCORING STRATEGIES AND ENGLISH TEACHERS’ ASSESSMENT PRACTICES IN SECONDARY SCHOOLS IN DUKKU LGA

Abstract

This study appraises language assessment practices, with particular emphasis on scoring strategies and the performance of English language teachers in secondary schools in Dukku LGA. The study aims to examine teachers’ knowledge and application of appropriate strategies for scoring essay and objective language test items, and to determine the extent to which effective scoring practices can contribute to reliable assessment of students’ learning outcomes. The study adopts a descriptive survey design complemented by a library-based review of relevant literature on language assessment and scoring. Data are collected through a structured questionnaire administered to selected English language teachers in secondary schools, while books, journal articles, and other relevant scholarly sources provide the basis for the literature review. The study focuses on analytical and holistic methods of essay scoring, as well as manual, stencil, and machine-scoring techniques for objective test items. The findings indicate that appropriate and systematic scoring strategies are essential for improving objectivity, reliability, consistency, and fairness in language assessment. The study further reveals the need to strengthen teachers’ competence in selecting and applying scoring methods that are appropriate to different types of language test items. It therefore recommends regular training and professional development for English language teachers in modern assessment and scoring techniques, the development of clear scoring rubrics and marking schemes, and the adoption of appropriate quality-control procedures to enhance the reliability and validity of language assessment. The study concludes that effective scoring practices are indispensable for accurate measurement of students’ learning outcomes and the improvement of educational achievement.