The Adaptive Assessment among Secondary School Teachers in Dala Educational Directorate of Kano State, Nigeria

Abstract

Adaptive assessment, a dynamic evaluation method, adjusts the difficulty of questions in real-time based on student responses, offering a more personalized measure of student capabilities. This approach contrasts with traditional fixed-form assessments, where every student answers the same set of questions. Research highlights the benefits of adaptive assessments, such as detailed insights into students' strengths and weaknesses and reduced test anxiety. However, implementation challenges exist, including the need for advanced technological infrastructure and significant investment in training and resources. This study focuses on secondary school teachers in the Dala Educational Directorate of Kano State, Nigeria, exploring their awareness and implementation of adaptive assessments. Using a descriptive survey design, data were collected from 234 teachers across 10 schools. Results indicated a high level of awareness but moderate implementation due to insufficient training and resources. No significant gender differences were found in implementation, while teaching experience significantly influenced proficiency in using adaptive assessments. The study concludes that addressing technological and training barriers is crucial for effective adoption. Recommendations include comprehensive training programs, resource allocation, and mentorship for teachers to enhance the implementation of adaptive assessments. These measures aim to provide real-time feedback, personalize learning, and ultimately improve educational outcomes in the Dala Educational Directorate.