ANALYSIS OF TEACHERS’ WRITING AND READING ASSESSMENT PRACTICES AND COMMENTS PATTERN FOR APPROPRIATENESS TO THE PROCESS NATURE OF WRITING AND READING

Abstract

The study examined teachers’ writing and reading assessment practices and comment pattern for appropriateness to the process nature of writing and reading. Four research questions were answered and four hypotheses were tested. Students in Secondary schools in Jalingo town, Taraba State formed the population for the study, a total of 40 students and four teachers were selected through purposive sampling. A twenty- four term, observational checklist tagged ‘TWRAPOC’ was used to elicit information from teachers, while a seventeen-item questionnaire tagged ‘SWRAPOC’ was used to gather information from students. The researcher, also interacted with some of the students’ writings and notes, asked verbal questions from teachers to confirm or nu1lif,’ their claims. After data analysis using simple percentage and t-test statistic it was discovered that Teachers’ assessment practice has no significant effect or process nature of students’ writing and reading, teachers’ of English Language should as a result awake from their sleeping posture and utilize effective strategies to enhance the effectiveness of the teaching of these basic language skills.