Managing Language Testing in Nigerian Large Classes: Processes and Prospects

Taiwo Abioye

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.


Full Text: PDF DOI: 10.5539/elt.v3n2p82

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This work is licensed under a Creative Commons Attribution 3.0 License.

English Language Teaching       ISSN 1916-4742 (Print)   ISSN  1916-4750 (Online)

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