EFFECT OF CONTINUOUS ASSESSMENT ON STUDENTS ACHIEVEMENT A CASE STUDY OF SOME SELECTED PRIMARY SCHOOL IN IPOKIA LOCAL GOVERNMENT AREA OF OGUN STATE
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EFFECT OF
CONTINUOUS ASSESSMENT ON STUDENTS ACHIEVEMENT
A CASE STUDY OF SOME SELECTED PRIMARY SCHOOL IN IPOKIA LOCAL GOVERNMENT
AREA OF OGUN STATE
CHAPTER ONE
1.0 INTRODUCTION
1.1 BACKGROUND OF THE STUDY
Our
commitment to education for all has reoriented the teaching and learning
towards learner-centered education (Mec 1993). The role of the National
Institute for Educational Development (NIED) with the help of curriculum
development and implementation programme is to support teachers in implementing
the guiding principles f the Namibian policies in order to make the shift to
learner-centered education (LCE) with continuous assessment (C.A.) as one of
the basic principles in the education system.
Continuous
assessment is a classroom strategy implemented by teachers to ascertain the
knowledge, skills and understanding attained by pupils. Teachers administer
assessments in a variety of ways over time to allow them to observe multiple
tasks and information about what pupils know, understand and can do. The
assessments are curriculum based tasks preciously taught in classroom.
Continuous assessment was first
introduced in primary and post primary schools in Nigeria Federal Republic of
Nigeria (1997), adopted the National Policy on Education (N.P.E) prior to this,
assessment of learner’s performance was based purely on one-shot examination
i.e. it usually administered at the end of the term or school year (i.e.
academic session). The introduction of continuous assessment based on these
statements. To improve evaluation of learner’s attainment by confirming that
assessment is systematic, cumulative, comprehensive and guidance-oriented. The
form of school based assessment currently in use in Nigeria primary schools in
continuous assessment.
The pupils are assessed in the
three domains of learning i.e. cognitive, affective and psychomotor domains in
a number of times at certain interval by using variety of assessment
strategies. Both the pupils and the teachers have the impression that the
purpose of education is to pass tests and not only this but to pass
examination. Continuous assessment is systematic because it requires an
operational plan. It is cumulative in nature also in that any decision making
about learner is based on earlier decisions and it is guidance oriented as said
above, in that any data/information gathered on the learners will serve as the
basic for further academic growth and development.
1.2 PROBLEMS OF CONTINUOUS ASSESSMENT IN
BASIC SCHOOLS
Continuous
assessment has been a feature of the school system for at least twenty-seven
years now, that is from 1987. However, it is unfortunate that continuous
assessment has not made the expected contribution to pupil’s performance due to
the way it was conceptualized and also due to some other inherent problems in
its operation. At the lower primary school where six examinable subject
(Mathematics, English, Social Studies, Basic Science and Technology, Religious
and Moral Education, and Local Languages) a pupils has to carry out 72
continuous assessment per year calculated as follows: 4 tests x 6 subjects x 3
terms = 72. Some of the problems that arise/facing the continuous assessment
are as follows:
(i) Reduction in teacher and pupil contact
hours.
(ii) Use of questions that require easier
marking
(iii) Lack of uniformity in continuous
assessment procedures across schools.
(iv) Lack of remedial instruction based on
continuous assessment results takes place in primary schools.
(v) Lack of moderation.
1.3 RESEARCH QUESTIONS
In order to
justify the effect of continuous assessment on students achievement. The
research is to find answers to the following questions:
(i) What is the level of understanding of
primary school teachers on the concept of continuous assessment?
(ii) What are the attitudes of pupils in
basic schools towards continuous assessment?
(iii) What problems are encountered by
teachers in ensuring correct continuous assessment?
(iv) What are the perceptions of primary
school teachers about continuous assessment?
(v) Of what impact/benefits is continuous
assessment to the students achievement in primary school.
(vi) What types of continuous assessment
instrument are being used by primary school teachers?
(vii) How appropriate is the application of the
continuous assessment guideline in primary school?
1.4 PURPOSE OF THE STUDY
The addition
of continuous assessment in the situational and testing process is intended to
achieve two major purposes:
Firstly, to
improve both the validity and reliability of the results or pupils performance
on tests and exercises, and secondly to help the pupils to develop effective
learning and work habit. The present continuous assessment system is
essentially based on frequent test taking and does not really serve the two
critical purpose of continuous assessment classroom tests are based on
assessment of lower abilities and memorization. Where assessments are based on
low level thinking skills i.e. ‘knowledge’ and ‘comprehension, pupils complete
their education still unable to analyses and apply their knowledge to solve
problems. The central purpose of continuous assessment is to help the pupils to
become a better learner and producer by encouraging pupils to improve their
knowledge and skills through learning test talking and project understanding in
the critical and important objectives of the school curriculum. The purpose of
continuous assessment are achieved in the following ways:
(i) Longer time for collecting assessment
data/information
(ii) Inclusion of more complex thinking
skills in the testing programme
(iii) Use of different test forms and
different test situation.
(iv) Teacher assistance and remediation.
1.5 SIGNIFICANT/IMPLEMENTATION OF THE STUDY
The
objectives of the continuous assessment are in two folds: Firstly, to promote
the use of formative assessment so as to improve the quality of learning and
teaching and secondly, to establish a regular system of managing cumulative
pupil’s academic performance marks for selection and certification. The
preparatory work for the implementation of the programme began earnestly in
November,2004 and the implementation in the pivot schools commenced in January,
2006. The phasing strategy provides the implementation process with an ongoing
feedback on the usefulness of the continuous assessment materials and
procedures in the classroom. The built in monitoring mechanisms at internal
(local) and external (national wide) levels were conducted which revealed
positive aspects about the continuous assessment as well as valuable lessons
for improving the implementation of the programme. In order to address the
issue of teacher’s competencies and standardize the implementation of the
continuous assessment in primary schools, there was need to develop materials.
1.6 SCOPE OF THE STUDY
The scope of
this study is limited to primary schools in Nigeria and it has to establish it
own conceptual frame work for investigation.
1.7 DEFINITION OF OPERATIONAL TERMS
i. Continuous assessment simply means
that system strategies/techniques of
giving a pupil a final mark/grade based on the work done during a course
of study rather than on one examination.
ii. Effect is known as the powerful impact
that something has on something or somebody.
iii. Students are the learners in the school
environment to acquire knowledge.
iv. Achievement is a something done
successfully, typically by effort, courage, or skill.
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