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Please use this identifier to cite or link to this item: http://repository.futminna.edu.ng:8080/jspui/handle/123456789/15971
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dc.contributor.authorAkor, P. U-
dc.contributor.authorUdoudoh, S. J.-
dc.contributor.authorAbduldayan, F. J.-
dc.date.accessioned2022-12-24T05:50:17Z-
dc.date.available2022-12-24T05:50:17Z-
dc.date.issued2019-
dc.identifier.citationAkor, P.U., Udoudoh, S.J., & Abduldayan, F.J. (2019). Development of Marking Scheme. In Ohize, E.J. et al (Eds). Instructional Pedagogy. Sokoto, University Press, 44-55en_US
dc.identifier.urihttp://repository.futminna.edu.ng:8080/jspui/handle/123456789/15971-
dc.description.abstractOne of the most recurring and difficult situations in classroom practice is assessing the quality and quantity of learning that has taken place. This is because teaching has intended outcomes that are geared towards behavioural change. In this regard, a good teacher assesses the progress of the students through tests, assignments among others using standardized criteria. It goes without saying that adopting a standard for marking students' scripts is a fantastic tool to help teachers ensure that marking is consistent across all students' scripts in a particular examination, test or assignment. Hence, this unit explores the development of a good marking scheme suitable for eliminating teachers' biasness when markingen_US
dc.publisherSokoto, University Pressen_US
dc.subjectMarking Scheme, Developmenten_US
dc.titleDevelopment of Marking Schemeen_US
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