Comparative Evaluation of Assessment Modes Used in The Implementation of the 21st Century Undergraduate Entrepreneurship-Education-Curriculum in North-Central Nigeria
Keywords:
Entrepreneurship education, Assessment, Assessment modes, Implementation, Private and Public universitiesAbstract
Assessment of students’ learning is an important component of any educational system. However, effective modes of assessment and evaluation are some of the issues that have yet to be resolved by experts in the field of entrepreneurship education. Therefore, this study aimed to determine the appropriateness of the assessment modes used in implementing entrepreneurship education curricula in private and public universities in North-central Nigeria and determine the adequacy of used modes. The study adopted a descriptive research survey type. All (251,267) undergraduates at the 400 level in the study locale formed the population of the study. 469 and 3825 undergraduates were sampled from private and public universities respectively. This gave 4294 undergraduates sampled through proportional quota and simple random sampling techniques. Data were collected through a researcher-designed instrument tagged “QCEAMUIUEEC” This instrument was validated and tested for reliability with 0.78 and 0.75 obtained respectively. Mean and Standard Deviation were used to analyze the data gathered. The study's findings revealed that continuous assessment and examination using computer-based tests (CBT), group projects, and individual assignments are the assessment modes used most in both institutions. These were adjudged inappropriate as entrepreneurship education requires a more practical-oriented form of assessment. The study therefore recommends that the relevant stakeholders involved in the implementation of the curriculum should put in place the necessary facilities and ensure a paradigm shift in the assessment modes used in the implementation of the curriculum.
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