AN ASSESSMENT OF EDUCATORS KNOWLEDGE AND AWARENESS LEVELS IN ACHIEVING FAIR AND INCLUSIVE SOCIAL STUDIES EVALUATION IN JUNIOR SECONDARY SCHOOLS IN OSUN STATE.
Keywords:
Fair assessment, inclusive evaluation, Social Studies, teacher preparedness, assessment literacyAbstract
This study examines educators' knowledge and awareness of fair and inclusive assessment practices in junior secondary Social Studies classrooms in Osun State, Nigeria. The objectives were to assess teachers' understanding of fair assessment, explore their awareness of inclusive strategies, and identify the challenges they face in implementing these practices. A descriptive survey design was employed, with a sample of 300 Social Studies educators selected through stratified random sampling. Data were collected using a validated questionnaire and analyzed using descriptive and inferential statistics, including t-test. The results indicate that 65% of respondents agreed with the adoption of fair assessment practices, while 35% disagreed, reflecting a mixed level of implementation. A significant relationship between teachers knowledge of fair assessment and the adoption of inclusive strategies was found. Key challenges identified include inadequate teacher preparedness (35%), lack of resources (23%), and insufficient teaching qualifications (31%). The study concludes that while progress is being made, substantial gaps remain in the effective implementation of inclusive and fair assessment practices. Recommendations include enhancing teacher training, improving resource provision, and revising curriculum standards to ensure equitable assessment in Social Studies education.
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