was designed to determine the effectiveness of continuous assessment. The
instruments used were objectives test question. Two group of students were
used, the control group and the experimental group. The experimental groups
were tested three times, while the control group was tested once. The data
collected were analyzed using simple percentage method. Having analyzed the
data the findings were as follows:
1). Students who were continuous
assessed performed better than those who are not
2). Continuous assessment generally
leads to high improvement in student’s academic performance. Based on these
findings, it was recommended that qualified teachers should be sent to schools.
Also proper and effective records should be kept in schools on each student’s
performance. It was also recommended that a uniform mode of assessment should
be adopted. It was equally suggested that, further study on the effectiveness
of continuous assessment under effectiveness of continuous assessment under the
present system in school should be carried out in the local government area.
Background of the study
Purpose of study
Significance of the study
Scope of study
Limitation of the study
Definition of terms
Result on observation and discussion of results
Conclusion and Recommendation
Suggestion for further research
BACKGROUND OF THE
The need to evaluate students after an effective teaching and
learning process is necessary. To this end, educationist have introduced a
method of evaluation known as continuous assessment, which forms an integral
part of Nigerians new policy on education published in 1977 are revised in
1981, 1983, 1987 and 1989. The new policy stipulates among other things, the
use of continuous assessment for students performances instead of using the
orthodox single, end of course, of year, national or certificate examination.
According to Nigerians policy on education (1981) the primary education will
have the duration of six years, secondary education for six years which is
further sub-divided into three years junior secondary school (JSS) and three
years senior secondary schools (SSS) either vocational or academics. It enables
students to acquire further knowledge and develop skills. The senior secondary
school is for those willing to have a comprehensive with a core curriculum
designed to broaden pupil’s knowledge and out look and large number of elective
subjects for a choice of career. These new policy started taking effect fro
1982/1983 academic sessions.
In 1976, universal free primary education (UPE) was introduced,
further more, the new policy on education popularly known as the 6-3-3-4
systems came into being. To this end most state in Nigeria desired to train
teachers to be able to meet up with new challenges in education but
unfortunately enough trained teachers have not been available to man the
education industry. The new policy on education (6-3-3-4) system was concerned
itself with qualified and dedicated teachers because of the emphasis on the use
of continuous assessment.
STATEMENT OF THE PROBLEMS
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. 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.
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.What are the problems militating against the use
of continuous assessment in assessing students.
PURPOSE OF THE STUDY
was designed to find out the effectiveness of continuous assessment in the
evaluation of students academic performance in schools.
SIGNIFICANCE OF THE 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.
also helps the “Layman” to understand the reason for the present inclusion of
continuous assessment in the 6-3-3-4 systems.
DEFINITION OF TERMS
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.
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
a process where in the parts of processes or outcomes of a programme are
examined to see if they are satisfactory.
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.
This has to do with values and beliefs, attitudes and appreciation, interest,
social relations, emotional adjustment, habits and life style.
This deal with manipulative skills and body movement, example of this is
writing smoothly and legibly drawing accurate maps or diagrams etc.
TERMS AND CONDITIONS APPLY
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