Managing Language Testing in Nigerian Large Classes: Processes and Prospects

Taiwo Abioye

English Language Teaching, 2010, vol. 3, issue 2, 82

Abstract: The demand for literacy in a developing country like Nigeria has multiple results such as the expansion, by leaps and bounds, of the average Nigerian classroom. This paper highlights the reasons for large classes in Nigerian secondary schools, the educational and psychological dimensions of language testing in large classes, the challenges of such classes and how they affect achievement and in the long run, the standard of education. It also tasks the proficiency levels of English Language teachers especially in the area of testing and points out new paradigms in language testing, particularly in large classes from the two perspectives of human and infrastructural development, and teacher empowerment and initiatives. The study suggests methods of improving language testing in large classes through pragmatic techniques.

Date: 2010
References: View complete reference list from CitEc
Citations:

Downloads: (external link)
https://ccsenet.org/journal/index.php/elt/article/download/6242/5014 (application/pdf)
https://ccsenet.org/journal/index.php/elt/article/view/6242 (text/html)

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:ibn:eltjnl:v:3:y:2010:i:2:p:82

Access Statistics for this article

More articles in English Language Teaching from Canadian Center of Science and Education Contact information at EDIRC.
Bibliographic data for series maintained by Canadian Center of Science and Education ().