Assessment Practices and Academic Performance of Primary School Pupils in Enugu State

This study examines the relationship between assessment practices and academic performance among primary school pupils in Enugu State, South East Nigeria. Despite nationwide curriculum reforms introduced in recent years, concerns persist about whether classroom assessment methods align with learning outcomes at the foundational level. The study adopts a descriptive survey design, targeting public primary school teachers and pupils in three selected local government areas within Enugu State. A sample of 320 respondents was drawn using stratified random sampling. Data were collected through a validated questionnaire and structured observation checklist. Findings from preliminary investigations suggest that most teachers rely predominantly on summative assessments, neglecting formative strategies that promote continuous learning. The study investigates how feedback mechanisms, frequency of assessment, and teacher competence in test construction influence pupil performance in core subjects including Mathematics and English Language. The theoretical framework draws on Bloom's Taxonomy of Educational Objectives and the Assessment for Learning model. Results are expected to reveal significant associations between diversified assessment approaches and improved learning outcomes. Recommendations will be directed at the Enugu State Universal Basic Education Board and school administrators. The study contributes to the growing body of literature advocating for assessment reform in Nigerian primary education. Keywords: assessment practices, academic performance, primary education, Enugu State, formative assessment