ABSTRACT
This research work was designed to investigate the importance of continuous assessment in some selected secondary school and also teachers competency in implementing continuous assessment in Egor. To achieve the laid down objectives, the researcher carried out the investigation by designing well structured questionnaires, for 50 despondence in the area of study, the data so far generated from the study was analyzed using the simple percentage statistical analysis. The study revealed that both teachers and students recognize the impact of continuous assessment, continuous assessment have not only help to prevent examination malpractice, continuous assessment help promote good study habit and reading culture among students, help teachers give feedback and keep assessment record of students, and help diagnose students area of strength and weakness in education. It was also discovered that most teachers never use standardized test and standardized score they mainly assess students cognitive activities at the detriment of psychomotor and effective behaviour etc. recommendations were further made by the researcher based on the findings, these include among others things the need for government to proffer solution to the problem of record keeping, all teachers should update their knowledge in measurement and evaluation, make use of continuous assessment records for decision making about each learners, teachers should assess all area of learning outcomes and finally, to be positively disposed to continuous assessment.
CHAPTER ONE
INTRODUCTION
BACKGROUND OF THE STUDY
The history of evaluation in Nigeria educational system is not easy to trace. Perhaps its first mention was expressed in the form of the ordinance that was put in place in 1882. Among the provisions of this ordinance was that the following salaries. Firstly, grants for organization and discipline with special grant to school which obtain standards of academic excellence. Secondly a capitation pass grant for each subject. In 1889 another ordinance was enacted and it stated in part that no grants would be made in aid of any school except that the school in public examination shall have obtained the requisite percentage of efficiency. This explains the place of evaluation and testing of students in the school curriculum. Evaluation was relatively simple because it came as the end of the year programme. In the secondary there was a highly selective system of evaluation practice passport into secondary schools was an organized written examination followed by an oral interview. They were trimly and final examination which most schools depended on for the purpose of promotion (FAFUNWA 1975).
One of the most important hallmarks of the national policy on education in (1981) is provision of continuous assessment as an effective tool for wholly or partial assessing and evaluating students learning out comes in the various level of our educational system. This continuous assessment is presently being run in secondary schools as it was introduced in 1982 the national policy on education (1981) provide a six year primary education three years junior secondary education, three years senior secondary education and four years in university each of this level would be allowed to implement continuous assessment as laid down by the federal ministry of education. It is marked by intentions to make students specialize early enough in the future carriers most importantly; it has provisions for making drop out employable The new system of education will replace the former one final examination system, which has allowed its usefulness the former examination system has been criticized for its short coming. It is common knowledge that very many students roam about the street during most of the school year, only to return to the classroom a week or two before the promotion examination period’s sickness, death of a relation e.t.c could lead to poor academic performance of any otherwise brilliant students.
This underscores the point why many great scholars have argued that examinations is not a trust test of ones ability, there has been occasion when some students commit suicide because of falling examination. It should be recalled that this examination is highly predicted on the cognitive aspect of the student learning and tended to ignore effective and psychomotor aspects. Its consequently creates in our student an examination consciousness and an appetite for memorization and regurgitation of facts which in turn tends to stifle encourage examination malpractices among students. Therefore it is hoped that the introduction of continuous assessment will check short coming of the examination system. There are various tools, which may be used in finding out the outcome of learning activities these include test, assignment project, observation, interview and questionnaires, the data obtained on the student will then be used to aids his further development. Besides accurate records of such data are filled or further uses for the purpose of providing information to parents teachers, guidance and others who can use them for the benefits of other students.
