CHAPT ER ONE
INTRODUCTION
1.1 BACKGROUND OF THE STUDY
Continues assessment is a relatively innovation in the Wayne’s educational system. It refers to a system of assessment, which is carried out at pre-determined intervals for the purpose of monitoring and improving the overall performance of students and of the teaching – learning process (Okpala, 1993).
Examination is a formal written, oral or practical test especially at school or college to see how much learners know about a subject or what he/she can do that is (some one ability).
Education has to do with the transfer of knowledge from one generation to another. These are the philosophy behind the introduction of the variables contained in the title of the investigation.
According to Beaton (1996), the rise of continuous assessment between countries used as measure of all the overall quality of education as a consequence, assessment has acquired an importance beyond merely providing some kinds of reliable and valid measure of Childs knowledge and understanding, the emphasis has shifted to it becoming a measure of the individual teachers capabilities than when sum across the country a measure of the effectiveness of the quality of the educational system as a whole (Falayajo, 1979)
According to Madaus (1981) defined continuous assessment as the use of systematic evaluation in the process of curriculum construction teaching and learning processes.
Continuous assessment is also explained as the systematic determination of the extent of students progress or lack of it in school subjects including attitude and values from the first day students steps into the school up to and including the last day in it (Ohumche, 1998).
1.2 STATEMENT OF THE PROBLEM
Students performance in examination vary some do extremely well while others perform poorly (Beaton, 1996). There are several reason responsible for these differentials performance among others elements include teachers technique of instruction availability or not of the requisite laboratory equipments, study habits pattern of the students.
It is also been proposed that apart from the above criteria students performance in the continuous assessment might affect how they do in the real tests (Green, 1996). Therefore this study tries to identify the link between students assessment score and examination scores in Education.
In addition, the pressing requirement to enhance learning and improve performance in college of education Abeokuta district developed into a spectrum of similar but diverse innovations in continuous assessment at classroom levels. The ensuing aspect has been variable performance of pupils “in “A” level examinations national wide and performance still varies from school to school (Ohumche, 1998).
This undermines the destiny of many youngsters that are in schools that continuously perform poorly. What consequently remains unsettling is if a link between continuous assessment procedures implemented by instructors in “A” level secondary schools of masaka district with students “performance in final examinations(Green, 1996).
1.3 OBJECTIVES OF THE STUDY
The purpose of this study was to explore the usage of continuous assessment as correlate of student academic performance in Education, federal college of education Abeokuta Ogun State. Specifically, the aims of the study were to:
i. Explore instructors view regarding the consequences of Continuous assessment on students who record lower achievement in class.
ii. Examine the In – class arrangement that teachers utilize to improve the engagement of students who record lower achievement in classroom activities.
iii. Explore the experience of student who record lesser accomplishment during class test.
iv. Analyzed the opinion of student who record lesser accomplishment about their performance.
v. Examine the problems that teachers confront when Supporting Student record lesser attainments to participation In ongoing assessment assignments.
