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THE THEORY AND PRACTICE OF CONTINUOUS
ASSESSMENT, PROBLEMS AND PROSPECTS IN PRIMARY SCHOOLS
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 incompre
-
hensiveable 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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