THE EFFECTIVENESS OF CONTINUOUS ASSESSMENT IN SCHOOL: A CASE STUDY OF SOME SELECTED SECONDARY SCHOOLS IN OREDO LOCAL GOVERNMENT AREA OF EDO STATE
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THE
EFFECTIVENESS OF CONTINUOUS ASSESSMENT IN SCHOOL: A CASE STUDY OF SOME SELECTED
SECONDARY SCHOOLS IN OREDO LOCAL GOVERNMENT AREA OF EDO STATE
ABSTRACT
This study 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.
TABLE OF CONTENT
Chapter
One
Introduction
Background of the study
Research question
Purpose of study
Significance of the study
Scope of study
Limitation of the study
Definition of terms
Chapter
Two
Literature Review
Chapter
Three
Methodology
Subject
Research instrument
Validity
Reliability
Administration
Data analysis
Chapter
Four
Result on observation and discussion of results
Chapter
Five
Summary
Conclusion and Recommendation
Suggestion for further research
Reference
Appendix
CHAPTER
ONE
INTRODUCTION
BACKGROUND OF THE STUDY
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
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. 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.
What are
the problems militating against the use of continuous assessment in assessing
students.
PURPOSE
OF THE STUDY
This study was designed to find out the effectiveness of continuous assessment
in the evaluation of students academic performance in schools.
SIGNIFICANCE
OF THE STUDY
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.
DEFINITION
OF TERMS
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.
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