Performance Evaluation in Schools

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dc.contributor.authorYalokwu Patrick O
dc.date.accessioned2026-04-20T08:27:07Z
dc.date.available2026-04-20T08:27:07Z
dc.date.issued1989
dc.description.abstractPerformance evaluation in schools in Nigeria remains a critical mechanism for improving educational quality, accountability, and institutional effectiveness. This study examines the frameworks, practices, and challenges associated with performance evaluation in Nigerian primary and secondary schools. It explores key components such as teacher appraisal, student assessment, administrative supervision, and the use of standardized testing as tools for measuring educational outcomes. The paper highlights persistent issues including inadequate training of evaluators, lack of standardized criteria, limited resources, and inconsistencies in policy implementation across regions. Additionally, it considers the impact of performance evaluation on teacher motivation, student achievement, and overall school improvement. Drawing on both qualitative and quantitative perspectives, the study underscores the need for a more coherent, transparent, and context-sensitive evaluation system. It concludes by recommending policy reforms, capacity building for educators, and the integration of modern assessment technologies to enhance the reliability and effectiveness of performance evaluation practices in Nigeria’s education sector.
dc.identifier.citationYalokwu, P. O. (1989). Performance evaluation in schools. Journal of Nigeria Educational Research Association, 90(10–11).
dc.identifier.issn01892321
dc.identifier.urihttps://repository.crawforduniversity.edu.ng/handle/123456789/1411
dc.language.isoen
dc.publisherJournal of Nigeria Educational Research Association
dc.titlePerformance Evaluation in Schools
dc.typeArticle
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