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Balancing Assessment and Creativity in Basic Science Teaching in Nigerian Schools

Jane C. Madichie and William N. Madichie
Federal College of Education (Technical), Umunze, Anambra State, Nigeria
Abstract—The objectives of the Basic Science and Technology curriculum in Nigeria include among other things enabling the learner develop interest in science and technology as well as acquire basic knowledge and skills in science and technology. Science teachers are often faced with a struggle to work on external examination demands on the curriculum and still make science interesting to students. The external examinations in the form of standardized tests place a lot of constriction on the science teacher who has a duty to ensure that students pass these exams and still make science interesting, enabling the students acquire basic knowledge and skills in science. This paper suggests some strategies that will enable the Basic science teacher balance students’ assessment and creativity in their Basic science teaching. Such strategies include proper lesson planning, use of a variety of instructional styles, use of hands – on activities, creating assessment rubrics on several contents among others.
 
Index Terms—assessment, creativity, science teaching

Cite: Jane C. Madichie and William N. Madichie, "Balancing Assessment and Creativity in Basic Science Teaching in Nigerian Schools," International Journal of Learning and Teaching, Vol. 3, No. 4, pp. 320-323, December 2017. doi: 10.18178/ijlt.3.4.320-323
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