introduction

The evaluation so far has focused on the curriculum, the cognitive aspect of the three major languages. What follows is a focus on the evaluation of the non-curriculum aspect, the aspects that should

facilitate teaching and learning outcome and this is the evaluation

of the available resources (human and material) for effective teaching and learning outcoms. These should be continuously accredited and reaccredited as curriculum supporting resources.

This, therefore, calls for the adequacy of personnel academic regularly training and retraining them on regular and sandwich

basis so that they can continually update their knowledge and competencies through workshops, conference and membership of academic and professional associations and so on. Since national

curriculums are usually fairly stable, the concern will always be how to sustain the curriculum to meet stated objectives. We will now take you through the non-cognitive aspect of the evaluation of the teaching

depends heavily on you because it is you who operate the curriculum, conduct continuous assessment and prepare your students

for school and national examination in your subject. You have the full control of time in your hands.

At a higher level of education, we talk of the gown and town, the contribution of institutions to their immediate environments. The school must be seen as meeting the socio-cultural needs of its immediate environment. At the secondary school level, we talk of the reflection of the environment in the school curriculum. In this respect, you want to see how much of the immediate language environment is reflected in the teaching and its behavioural outcome in such areas as expressing social distance, food eaten with the immediate environment of the language, greeting styles, mode of dressing, religious beliefs and practices and so on. In other words, even when the socio-cultural aspect of the language is reflected in the texts, it is you to translate it into reality for your students in teaching your language of interest.

Personnel are the greatest determinant factors in any human endeavour. They are evaluated on a regular and continuous basis to ensure their numerical strength and continuous suitability and or

relevance to the system. Personnel evaluation is the responsibility of the proprietor. He ensures this by transfers of personnel from location to location to ensure that there is no vacuum or shortfall

or excess personnel idling away while there is strangulation elsewhere. In other words, teachers must be appropriately deployed

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to meet teaching needs and avoid waste, especially, through underutilization and overutilization. The proprietor also creates time for them to take a rest to refresh themselves regularly to avoid stress and fatigue mentally, physically and psychologically.

In addition to spread of personnel, it is felt that personnel

evaluation should be tied to welfare parameters to ensure productivity. Opportunity for personnel improvement must, however, be provided or made available. Such opportunities are mentioned here: “regular training and retraining of teachers on regular and sandwich basis so that they can continually update their knowledge and competencies.”

Materials and facilities available for teaching must also be evaluated. Evaluation in this respect includes evaluation of the

teaching-learning environment such as classrooms, laboratories, hostels and boarding facilities. Textbooks must as well be evaluated for relevance, availability and spread, that is, numerical adequacy, academic contents and the physical state of the books. Laboratories includes language laboratory, science laboratories, audio and audiovisual studios. Solid state resources include such electronic equipment as the radio and television, ICT facilities and broadcast times, levels of broadcast and suitability of broadcast items.

Self Assessment Exercise

State the various ways you can attain socio-cultural objective in teaching a Nigerian language of your choice.

4.0 Summary

evaluate teaching and learning outcomes. Two main evaluation types

are discussed, the essay type of evaluation, its strength and weaknesses and how to construct multiple choice questions. There is also the evaluation of supportive aspect of teaching-learning outcomes.

5.0 Conclusion

Evaluation is an important aspect of teaching learning outcome. It is a necessity for all institutions from the basic grades to the

tertiary and university levels. While there are regular schedules for academic evaluation, the evaluation of nom-academic aspect of

the teaching-learning outcome should be done regular and continuously to ensure a healthy state for teaching and learning.

6.0 Tutor Marked Assignments

1. Draw ten objective questions with answers on any level of your second language.

2. Discus the significance of evaluation in a teaching-learning system.