ABSTRACT
This study was designed to determine the effectiveness of
continuous assessment. The instruments used were questionnaire. This work is
aimed at the possible solution in solving the problems militating against
continuous assessment in schools. To achieve the laid down objective the
researcher carried out an investigation by designing a well structured
questionnaires for 100 respondents in the selected secondary school in Oredo
Local Government Area, Edo State. The data generate were interpreted, using
simple percentage analysis. The data findings revealed that students who were
continuously assessed performed better than those who were not continuously
assessed. It was also discovered that continuous assessment can lead to
eradication of examination misconduct among students, while lack of it results
in upbringing students into the practice of examination misconduct. Based on
findings, it was recommended that government should put off the spirit of
lackadaisical in education, instead they should be sending qualified teachers
to schools. Also proper and effective records should be kept in school on each
students performance. laconically, it was equally suggested that inspector
should be assigned the task of checking school records on continuous assessment
to ensure that these are properly kept in all schools.
TABLE OF CONTENT
Introduction
Background of the study
Research question
Purpose of study
Significance of the study
Scope of study
Limitation of the study
Definition of terms
Literature Review
Methodology
Subject
Research instrument
Validity
Reliability
Administration
Data analysis
Result on observation and
discussion of results
Summary
Conclusion and Recommendation
Suggestion for further research
Reference
Appendix
CHAPTER ONE
INTRODUCTION
Continuous Assessment process
is an important component of the National Policy on Education (FME, 2004). This
system of assessment and evaluation is an innovation in the Nigerian
educational system which has its genesis from the first national curriculum conference
held in Ibadan in 1969. The outcome of that historic conference were published,
a high powered committee consisting of educationist, university academics,
civil servants, industrialist and intellectuals from various works of life was
set up to study the report in depth and present recommendations based on its
formulation into a New National Policy on Education (FME, 2004).
In 1977, an implementation task
force was set up to prepare a blue print for the implementation of the new
policy. Input into the Federal Task came from various state task forces set up
for the purpose. The Federal Government White Paper on the implementation task
force came out in 1979 and constitutes the basis of what is now the new
National Policy on Education (FME, 2004). One of the distinct features of the
new National Policy on Education is its emphasis on Continuous Assessment.
According to an extract from the National Policy on Education (FME, 1998).
"Educational assessment
and evaluation will be liberalized by basing them in whole or in parts on
Continuous Assessment of the progress of the individual." The clearest
statement as to how the desired 'liberalization' was to be achieved was stated
in the National Policy on Education. And the type of education that will bring
about self realization, better human relationship, national consciousness and
technological progress in Nigeria (FME, 2004).
The new National Policy on
Education in Nigeria has directed that Continuous Assessment should be used at
all educational levels for the evaluation of student achievement. This means
that every teacher from primary school to university should understand and
practice it. Before the implementation of Continuous Assessment, the summative
system of assessment was used where students will be assessed at the end of the
term without including any other form of assessment, and this form of
assessment is used to evaluate students achievement for placement and
promotions to upper class. Mock examination was conducted prior to WAEC
examinations. This result was often used to determine those students that
qualify to write the final examination (WAEC) and also to secure provisional
admission into higher institution before the release of WAEC result (Ango,
2007).
Carew (12005), stated that
irrespective of how well a student's performance is during his/her years of
schooling, if his/her performance in the summative type of examination is not
good, he/she is considered incapable of advancing further in education. Dodo
(2005) maintained that "there are even few cases of suicide from failure
in final examination". In view of the above reasons, schools and colleges
adopted the Continuous Assessment system. The Federal Government of Nigeria
stressed the need and importance of Continuous Assessment in relation to
examination. It was stated in the National Policy on Education (FME, 1998) that
there is the need for Continuous Assessment for the integration of all types of
evaluations. Continuous Assessment therefore, represents a continuing awareness
of the development of the pupil over a period of time and the general building
of cumulative judgment. Continuous Assessment also referred to as "process
evaluation" does not only measure advancement but also indicates the
progress towards it. In science, especially chemistry, assessments should seek
to measure the particular qualities that a curriculum or course seeks to foster
in students. In the context of science (chemistry), such qualities may be
divided into three broad categories outlined below according to Richard
(2009):-
1. Intellectual abilities and
skills that include the student's ability to recall, apply, evaluate scientific
information and to plan and device experimental investigations for the solution
of scientific problems frequently. Abilities of this nature are referred to as
cognitive abilities.
2. Manipulative skills and
abilities that include skills in the handling and manipulation of materials and
apparatus in the context of scientific investigations, as well as ability to
follow instructions and to make accurate observations. Generally these and
related skills are referred to as psychomotor skills.
3. Qualities that concerns
students attitude and interest in science and the study of science and science
related beliefs and values, as well as ethical judgments and interpersonal
relationships. Qualities of this nature are generally referred to as affective
characteristics: The influence of gender on the learning ability, interest and
achievement of students cannot be overemphasized. Results of several researches
conducted over the years revealed that there is significant difference in
students’ choice of subject as well as their performance in science and
non-science subjects.
Adeqive (2000) attributes
difference in learning ability of boys and girls to socialization process as
girls are denied out of school and pre-school experience in problem solving
especially those involving visual activity behaviour that inhibits the
development of mathematics and science capability in girls. This research
therefore, intends to provide equal opportunities for both boys and girls in
the teaching and conduct of Continuous Assessment.
Academic achievement in science
(Chemistry) is viewed in different ways by different authors; depending on the
context in which it is viewed. Generally, achievements means accomplishment or
exhibition of proficiency in a given skill or body of knowledge. Amuset (2004)
viewed academic achievement as the knowledge obtained or skill developed in the
school subject usually designated by test score or by means assigned by the
teacher.
According to the federal ministry of education (1980) handwork, continuous
assessment may be viewed as a method of finding out what the pupils have gained
from learning experiences in respect of knowledge, thinking, reasoning,
character development etc. continuous assessment is systematic, comprehensive,
cumulative and guidance oriented and requires a variety of evaluation
strategies to deal with all domains of learning. The problem to be investigated
in this research is to determine the implementation of continuous assessment in
the promotion of learners in secondary schools. This new evaluation technique
is thus designed to systematically cover all of the student’s performances in
class test, home assignment, project, interviews and other school activities,
weekly, monthly or periodically throughout their entire duration of the
student’s course.
This study is therefore aimed at answering the following questions:
1.
What is the effectiveness of continuous assessment in student’s performances?
2.
What are the advantages of continuous assessment?
3.
Is continuous assessment successful in promotion of learners in secondary
schools?
4.
Are educators adequately equipped for the effective implementation of
continuous assessment
5.
What are the problems militating against the use of continuous assessment in
assessing students.
This study was designed to find out the effectiveness of continuous assessment
in the evaluation of students academic performance in schools. This study also
aim to pursue an investigation into the role of continuous assessment is to
assess all aspect of a learners development, for the purpose of the empirical
investigation of a self-structured questionnaires, to be completed by secondary
school educations was utilized.
The information obtained by continuous assessment should be of such a nature
and be available at a time, that will enable the learner to grow. Effective
continuous assessment should involve the continuous updating of assessment of
performance of a learner. There are different methods that can employed in
continuous assessment and different ways in which they can be used. In order to
improve assessment and ensure the best feedback from it, the4 educators need to
find the method which best fits the purpose of continuous assessment is to
assess all aspect of a learners development. The aims of this study are:
a. To
pursue a study of relevant literature in order to determine the effectiveness
of continuous assessment in schools.
b. To
undertake an empirical investigation to establish the effectiveness of
continuous assessment in secondary schools.
c. To
formulate certain recommendations based on the findings from the research.
This study will be of great significance to the government, the ministry of
education and educational policy makers as it will enable them take decision on
the effectiveness of the continuous assessment method of education. Researchers
and students teachers, will benefit from this work, in that it will serve as a
source of relevant information concerning continuous assessment.
This study also helps the “Layman” to understand the reason for the present
inclusion of continuous assessment in the 6-3-3-4 systems. The purpose of
continuous assessment is to monitor a learners progress through an area made
about the best way to facilitate further learning in terms of expected
knowledge, skills, attitudes, and values. This purpose is not all about
promotion pass, fail, and traditional transfer but about progression.
RESEARCH QUESTIONS
This study is aimed at answering the following research questions:
i.
Does continuous assessment have any effect on the performance of
students in secondary schools?
ii.
Does continuous assessment helps in the promotion of learners in
class?
iii.
What advantage does continuous assessment have on students
academic performance in Ugha Grammar School?
iv.
Do students do well in class when assess then when they are not
assess
v.
What is the difference in performance between students in
continuous assessment?
vi.
Does continuous assessment reduce examination misconduct
SCOPE OF THE STUDY
This study will cover the effectiveness of continuous assessment in schools in
Uhunmwonde Local Government Area of Edo State, Ugha Grammar School as a special
target. This study involves both the male and female students in this above
mentioned school, its also involved all the teachers in the schools.
This scope of the study is to known as a researcher the way and manner the
students are promoted, when this new policy of evaluation is given by the
teachers. This study covers a wide range of all the students in Ugha Grammar
School. The delimitation of this research:
i.
The research was confined to only one aim in Ugha Obagie mixed
secondary school in Uhunmwonde Local Government Area.
ii.
The sample were not limited to some group of students and were not
to discuss about a particular sex, class, or grade in school but permitted to
know the assessment of all the students in Ugha Grammar School in Uhunmwonde
Local Government Area of Edo State.
Continuous assessment: This is a mechanism, whereby the final grading of students in
cognitive, affective and psychomotor domain of behaviour takes account in a
systematic way of all his performance during a given period of schooling.
Assessment: The terms assessment refers to the methods of measures employed
to determine an individual status or behaviour or how much of a certain trait
an individual possesses.
Evaluation: Is a process where in the parts of processes or outcomes of a
programme are examined to see if they are satisfactory.
Cognitive domain: This is concerned mainly with the mental process by which
knowledge id acquired. The cognitive domain deals with the recognition and
recall of knowledge and the development of intellectual skills and abilities.
Affective domain: This has to do with values and beliefs, attitudes and
appreciation, interest, social relations, emotional adjustment, habits and life
style.
Psychomotor domain: This deal with manipulative skills and body movement, example of
this is writing smoothly and legibly drawing accurate maps or diagrams etc.
| Department | Education |
| Project ID Code | EDU0110 |
| Chapters | 5 Chapters |
| No of Pages | 78 pages |
| Reference | YES |
| Format | Microsoft Word |
| Price | ₦4000, $15 |
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| Contact Us On | +2347043069458 |