CHAPTER ONE
1.0 INTRODUCTION
1.1 BACKGROUND OF THE STUDY
Our commitment to education for all has reoriented the teaching and learning towards learner-centered education (Mec 1993). The role of the National Institute for Educational Development (NIED) with the help of curriculum development and implementation programme is to support teachers in implementing the guiding principles f the Namibian policies in order to make the shi to learner-centered education (LCE) with continuous assessment (C.A.) as one of the basic principles in the education system. Continuous assessment is a classroom strategy implemented by teachers to ascertain the knowledge, skills and understanding attained by pupils. Teachers administer assessments in a variety of ways over time to allow them to observe multiple tasks and information about what pupils know, understand and can do. The assessments are curriculum based tasks preciously taught in classroom. Continuous assessment was first introduced in primary and post primary schools in Nigeria Federal Republic of Nigeria (1997), adopted the National Policy on Education (N.P.E) prior to this, assessment of learner’s performance was based purely on one-shot examination i.e. it usually administered at the end of the term or school year (i.e. academic session). The introduction of continuous assessment based on these statements. To improve evaluation of learner’s attainment by confirming that assessment is systematic, cumulative, comprehensive and guidance-oriented. The form of school based assessment currently in use in Nigeria primary schools in continuous assessment.
The pupils are assessed in the three domains of learning i.e. cognitive, affective and psychomotor domains in a number of times at certain interval by using variety of assessment strategies. Both the pupils and the teachers have the impression that the purpose of education is to pass tests and not only this but to pass examination. Continuous assessment is systematic because it requires an operational plan. It is cumulative in nature also in that any decision making about learner is based on earlier decisions and it is guidance oriented as said above, in that any data/information gathered on the learners will serve as the basic for further academic growth and development.
1.2 PROBLEMS OF CONTINUOUS ASSESSMENT IN BASIC SCHOOLS
Continuous assessment has been a feature of the school system for at least twenty-seven years now, that is from 1987. However, it is unfortunate that continuous assessment has not made the expected contribution to pupil’s performance due to the way it was conceptualized and also due to some other inherent problems in its operation. At the lower primary school where six examinable subject (Mathematics, English, Social Studies, Basic Science and Technology, Religious and Moral Education, and Local Languages) a pupils has to carry out 72 continuous assessment per year calculated as follows: 4 tests x 6 subjects x 3 terms = 72. Some of the problems that arise/facing the continuous assessment are as follows: (i) Reduction in teacher and pupil contact hours. (ii) Use of questions that require easier marking (iii) Lack of uniformity in continuous assessment procedures across schools. (iv) Lack of remedial instruction based on continuous assessment results takes place in primary schools. (v) Lack of moderation.
