ABSTRACT
This research work was designed to investigate the importance of
continuous assessment in some selected secondary school and also teachers
competency in implementing continuous assessment in Egor. To achieve the laid
down objectives, the researcher carried out the investigation by designing well
structured questionnaires, for 50 despondence in the area of study, the data so
far generated from the study was analyzed using the simple percentage
statistical analysis. The study revealed that both teachers and students recognize
the impact of continuous assessment, continuous assessment have not only help
to prevent examination malpractice, continuous assessment help promote good
study habit and reading culture among students, help teachers give feedback and
keep assessment record of students, and help diagnose students area of strength
and weakness in education. It was also discovered that most teachers never use
standardized test and standardized score they mainly assess students cognitive
activities at the detriment of psychomotor and effective behaviour etc.
recommendations were further made by the researcher based on the findings,
these include among others things the need for government to proffer solution
to the problem of record keeping, all teachers should update their knowledge in
measurement and evaluation, make use of continuous assessment records for
decision making about each learners, teachers should assess all area of
learning outcomes and finally, to be positively disposed to continuous
assessment.
TABLE
OF CONTENT
Chapter One
Introduction
Background of the study
Statement of the problem
Purpose of the study
Significance of the study
Research question
Scope of the study
Limitations of study
Definition of study
Chapter Two
Literature Review
Chapter Three
Research methodology
Population and sample
Source of data collection
Sample and sampling method
Sampling design/procedure
Questionnaires
Personal interviews
Validity of instrument
Reliability of the instrument
Analysis of data
Chapter Four
Analysis of data
Summary of findings
Specific findings
Chapter Five
Summary, Conclusion and Recommendations
Conclusion
Recommendations
Suggestions for further studies
References
Questionnaires
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
The new
system of education will replace the former one final examination system, which
has allowed its usefulness the former examination system has been criticized
for its short coming. It is common knowledge that very many students roam about
the street during most of the school year, only to return to the classroom a
week or two before the promotion examination period’s sickness, death of a
relation e.t.c could lead to poor academic performance of any otherwise
brilliant students. This underscores the point why many great scholars have
argued that examinations is not a trust test of ones ability, there has been
occasion when some students commit suicide because of falling examination.
It should
be recalled that this examination is highly predicted on the cognitive aspect
of the student learning and tended to ignore effective and psychomotor aspects.
Its consequently creates in our student an examination consciousness and an appetite
for memorization and regurgitation of facts which in turn tends to stifle
encourage examination malpractices among students.
Therefore
it is hoped that the introduction of continuous assessment will check short
coming of the examination system.
There are
various tools, which may be used in finding out the outcome of learning
activities these include test, assignment project, observation, interview and
questionnaires, the data obtained on the student will then be used to aids his
further development. Besides accurate records of such data are filled or
further uses for the purpose of providing information to parents teachers,
guidance and others who can use them for the benefits of other students
Onocha
(1982) define continuous assessment in four ways, first it is the building up
of a cumulative judgment about the performance of each pupils secondly its
continual updating of teachers judgment about the performance of each pupils
secondly its continual updating of teachers judgment about their pupils thirdly
it deliberately allow for periodic assessment towards the goals as well as
success in reaching it. Finally it is a systematic collection of marks or
grades over a period of time and their aggregation into a final grade
The
national seminars on evaluation of students achievement for continuous
assessment define it as a method of ascertaining what a pupils has gained from
learning activities in terms knowledge, thinking reasoning, character
development and industry, taking assignment projects and others school
activities during a given periods.
Alternately
with continuous assessment the teacher will not only be able to initiate
curriculum change he will be better equipped to do imaginative teaching knowing
that his assessment of the students performance within the context changes he
initiates in the syllabus and his imaginative teaching will form part of final
assessment
STATEMENT OF PROBLEM
The
research work is designed to investigate the attitude and competence of
teachers to conduct continuous assessment is selected secondary school in Edo
State
This study
will examine the problem of the implementation of the continuous assessment
encountered by teachers in our secondary schools and offer useful suggestions
to relevant authorities
PURPOSE OF THE STUDY
The purpose
of this study is out lined below, this researcher wants to find
1. the
factor affecting the implementation of continuous assessment in selected
secondary school in Edo state
2. if
the school teachers are adequately equipped to participate actively in the
implementation of the continuous assessment programme of the state government
3. teachers
know the difference between continuous assessment and the traditional system of
testing students
RESEARCH QUESTIONS
1. how
do teachers perceive continuous assessment
2. what
amount of competence is asserted by the teachers on the successful
implementation of continuous assessment
3. would
the teacher prefer continuous assessment to the old system of testing in the
classroom
4. do
the school provide enough facility for the teacher implementations
SIGNIFICANCE OF STUDY
Education
development sustains the growth of the entire nation. We need adequate assessment
method that would show exactly what on wishes to know about the individual.
This explain why teacher attitude and competence in implementing continuous
assessment is a necessity for all teachers in the new educational system in
Nigeria
This work
will equip the classroom teachers to implement the continuous assessment in
their various schools it will direct and inform teachers on area of the
behaviour of the children to adopt in achieving these purpose
Teachers
also see continuous assessment as an acceptable and beneficial development in
the evaluation of their input and student performance. This also enables the
teachers to periodically assess his work and get motivation for greater action
for progress especially when outcomes are positive
DEFINITION OF TERMS
The
following term are define as used in the study in order to avoid Mis
-interpretation by different individuals
CONTINOUS ASSESSMENT:
This is a
method of ascertaining what a pupils gains from school in terms of knowledge,
industry and character development, taking into account all his her performance
in test assessment, project and other educational activities during a given period
which an education is to determined
IMPLEMENTATION:
The act of
process of putting into effect some operations, plans, polices or idea is know
as implementation
COMPETENCE:
This has to
do with efficiency, the ability to be skillful, knowledgeable and to be
effective in performing given tasks. It implies the possession of specialized
skills active performance in specialized area like teaching field
COGNITIVE DOMAIN:
A
behavioral objective of remembering of something which had been learned
PSYCHOMOTOR DOMAIN:
The
psychomotor domain deals with manipulative skills and body movement.
AFFECTIVE DOMAIN: it has to do with values and beliefs, attitudes
and appreciation interest social relation, emotional adjustment and life style.
6-3-3-4: the new system of education in Nigeria as spent out by
the 1981 national policy on education broken down thus
6 - Years Primary Education
3 – Years Junior Secondary Education
3 – Years Senior Secondary Education
4 – Years Tertiary or Post Secondary Education
The basis
assumption in respect of this work is as followed
1. There
is no student preference for any method of assessment
2. continuous
assessment is not very adopted in school in local government area under study
3. most
teachers do not know when, who and why continuous assessment is being used
recommended in schools
4. most
teachers have the motion that continuous assessment of students work is a
difficult task due to regular administrative scoring and record of task
5. that
so many especially the old breed in the profession do not understand the whole
concept of continuous assessment
Department | Education |
Project ID Code | EDU0346 |
Chapters | 5 Chapters |
No of Pages | 57 pages |
Methodology | Null |
Reference | YES |
Format | Microsoft Word |
Price | ₦4000, $15 |
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Contact Us On | +2349067372103 |
Contact Us On | +2349094562208 |
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