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THE THEORY
AND PRACTICE OF CONTINUOUS ASSESSMENT, PROBLEMS AND PROSPECTS IN PRIMARY SCHOOL
CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND OF THE STUDY
Prior to the
introduction of western education in Nigeria, education was mostly informal
closely linked to this oral and informal approach was a system of assessment
which was based on careful observation. However, with the arrival of western
education in Nigeria, two methods of assessments namely: internal and external
assessments.
The former
was the type of examination or test conducted at the end of every schools term
and sometime, every two weeks during the school year. It evaluate the pupils
performance during the conducted, it is generally the result of the end of the
sessions examination that is used for valuable judgment on the pupils
performance.
This is also
known as the end of the terms examination, this form of assessment is still
carried out today in our primary schools with modification it include “The
continuous assessment system”.
The later
type of examination which operates in our school system is called the external
examinations. It is conducted by external bodies order than those in the
(teachers). It is external because no input was made by them in the learning
process of the pupils directly in form of the teaching examples abound today
that is junior NECO examination, the abolished common entrance examination and
the junior secondary school examination conducted by the state ministry of
education for the JS III Students.
These forms
of evaluations had its limitation which grossly affected the child’s learning
and comprehension process. The system tool recognition of the cognitive domain
of learning while neglecting the other two-affective and psychomotor domain. It
also had no feed back mechanism that reported on the pupil’s area of
weaknesses. More so, it gave scanty information inform of terminal reports
sheets to parents which does not really portray the child’s overall performance
and it usually lead to examination malpractice as strong emphasis are laid on
the passing to promote.
In view of
the above unhealthy and incomplete methods of evaluation and its attendant disadvantages.
It became therefore, imperatively necessary to change the practice to one
comprehensive, which will tele-guide pupil’s performances and report back for
necessary adjustment during their school year beginning from the formative
year, that is entrance into primary down to the end of their school years. One
that will take into primary down to end of their school years.
It is with
aims that continuous assessment evolved to really bring remedy to the lapses of
the former two methods of evaluation. What informed the researcher’s opinion on
the topic is to evaluate how well it has fared to realizing the objectives
establishing it.
And to know
and bring possible remedies to the problems encountered in it’s implementations
by primary school teachers.
It is
important, therefore to note that for continuous assessment as a system of
evaluation to achieve it’s goals, the teachers must be able to carry out the
implementation effectively.
There are
loads of works for the teacher in addition of the demand on his time. Despite
these heavy responsibilities necessitated by the teaching professions or the
teachers; calling the teacher is expected to be physically, mentally,
emotionally and professionally prepared to be accepted in operating the system
(Greg 1997).
1.2 STATEMENT OF THE PROBLEM
Despite the
high premium placed on qualitative education, it is unfortunate to note that
primary school teachers find it difficult in the implementation of the
programme. Therefore, it is stated that:
The validity
of assessment records are often incomprehensively due to difference in school
academic standards, enrolments, infrastructure, staffing, facilities and
policies.
Continuous
assessment tests are not often goal or objective oriented, due to the
limitations of constant validity and test administration procedures.
There is an
inadequacy in the availability of standardized instruments used for collating
data in continuous assessment tests in primary schools.
There is a
continuous decline in proper documentation and storage of continuous assessment
records and related information in most primary institutions.
1.3 PURPOSE OF THE STUDY
The purpose
of this study is to find out the problems encountered in the theory and
practice of continuous assessment in selected primary schools programme and
make recommendation on how these problems could be overcome at the same time
weighing the impact these problems of continuous assessment in teaching in
primary schools.
1.4 RESEARCH QUESTIONS
To achieve
the aim of this research study a set of research questions were formulated thus
stated below:
What other
aspect of educational objectives does continuous assessment measure apart from
the cognitive domain?
What are the
teachers’ perceptions on continuous assessment as a system of evaluation in
primary school?
What are the
remedies to the problems of implementing continuous assessment and what impact
will it make on the learning process of the pupils in the primary schools?.
1.5 HYPOTHESIS
The
following hypotheses are formulated to guide the study:
i. There is
a significant difference in the mean score between cognitive domain and other
educational objectives.
ii. There is
a significant difference in the mean score of teachers perception on continuous
assessment in primary schools.
iii. There
is a marked difference in the remedies and impact mean score of continuous
assessment on the learning process of the pupils in the primary school.
1.6 SIGNIFICANCE OF THE STUDY
This
research work will be of immense benefit to all stakeholders in the education
industry such as:
To pupils
who are the end benefactors of the programme of continuous assessment.
It will help
the primary school teacher to implement the continuous assessment programme
effectively.
Government
education planning agencies for validation of their training programme.
Promoting a
basis for pre-service training programmes for teachers on the need of proper
implementation of continuous assessment.
Parents with
a view to encourage their wards to take continuous assessment seriously.
1.7 DELIMITATION OF THE STUDY
This study
was designed to cover five schools in Kaduna south local government Area in
kaduna.
Research
samples were drawn from pupils, teachers and principals.
Lack of time
hindered the researcher in extending the research to cover all the schools in
the federal capital territory. As a result few schools in the Kaduna south were
randomly selected.
Financial
constraint was another problem since the cost of moving from one place to
another was not easy as the researcher was not mobile to go round the schools.
1.8 OPERATIONAL DEFINITION OF TERMS
Assignment:
An ability which may be oral or practical given to learners by the teachers to
reinforce or access the rate of learning
Cognitive
Domain: Is an aspect of learning which deals with the learners intellect or
intellectual development.
Continuous
Assessment: A practical exercise carried
out appraises, grade pupils and measure the extent to which specified
educational objectives have been achieve.
Education: A
process which affect a change in an individual’s behaviour leading to functionalism
to self and the society at large.
Evaluation:
An exercise carried out at the end of teaching and learning process to
ascertain the extent to which laid down or specified educational objectives
have been attained.
Primary
school: It is elementary schools for children between the ages of 5-11
Pupils: A
learner in an elementary primary school.
Test: An
activity or exercise administered to a learner to measure skill ability
knowledge or ideas (potentials).
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