Teachers’ Perception of the Impact of Assessment for Learning (AfL) on Students’ Metacognition in Ibadan, Nigeria

Impact of Assessment for Learning (AfL) on Students’ Metacognition

Abstract

study investigated secondary school teachers’ perceptions of the impact of Assessment for Learning (AfL) on students’ metacognition in Ibadan, Oyo State, Nigeria. It explored teachers’ awareness of AfL, the frequency and effectiveness of its application in classrooms, and how it contributes to metacognitive growth in students. To achieve the objectives of the study, a descriptive survey design was employed, and a simple random sampling technique was employed to select two hundred (200) teachers from public secondary schools in Ibadan metropolis who participated in the study. The instrument used by the researchers in data collection was a self-designed questionnaire titled “Teachers’ perception of the impact of assessment for learning on students' metacognition,” after the validity and reliability had been determined by experts. Data were descriptively analyzed, and the criterion norm for decision making was placed at 2.5. Findings indicate that most teachers in Ibadan are familiar with AfL and acknowledge its value in fostering student engagement, self-reflection, critical thinking, and independent learning. Teachers also reported that AfL helps students become more aware of their learning strategies and improve their academic performance through continuous feedback. Due to a limited sample size, it might be inappropriate to generalize findings. Researchers are therefore encouraged to test this proposition further in order to validate its findings more comprehensively. This paper highlights the need for teachers to be trained and guided with effective assessment strategies and practical application in enhancing students’ metacognition and improving learning outcomes.