AN EVALUATION OF TEACHERS ATTITUDE AND COMPETENCY TOWARDS IMPLEMENTATION OF CONTINUOUS ASSESSMENT IN SECONDARY SCHOOLS

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AN EVALUATION OF TEACHERS ATTITUDE AND COMPETENCY TOWARDS IMPLEMENTATION OF CONTINUOUS ASSESSMENT IN SECONDARY SCHOOLS ( EDUCATION PROJECT TOPICS AND MATERIALS)

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

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AN EVALUATION OF TEACHERS ATTITUDE AND COMPETENCY TOWARDS IMPLEMENTATION OF CONTINUOUS ASSESSMENT IN SECONDARY SCHOOLS ( EDUCATION PROJECT TOPICS AND MATERIALS)

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