Assessment Of Teachers’ Attitudes And Ability To Implement Continual Assessment

Assessment Of Teachers’ Attitudes And Ability To Implement Continual Assessment

Chapter One

Preface

Background Of The Study

The history of assessment in the Nigerian educational system is obscure; perhaps its foremost appearance was in the form of an constitution legislated in 1882, which included the following criteria for granting subventions for schoolteacher stipend. To begin, finances for association and discipline are handed, along with special awards to seminaries that achieve a high proportion of passes and a high quality of academic performance. Second, each subject is granted a allure permit( Anyanwu, 2021).

In 1889, another constitution was established, which stated in part that no entitlement would be granted in favor of any academy unless the institution had achieved the needed chance of effectiveness in public examinations. This explains the significance of assessment and testing in the academy class; evaluation is generally straightforward because it occurs at the conclusion of the academic time. In secondary seminaries, a veritably picky system of evaluation was used. A written examination followed by an oral interview served as the passport to secondary education. There were term and final examinations on which utmost seminaries reckoned for creation purposes( Edet, 2014).

One of the most significant features of the 1981 National Policy on Education is the addition of nonstop assessment as a useful instrument for assessing and assessing scholars’ literacy issues at all situations of our educational system. nonstop assessment is presently being enforced in secondary seminaries. In 1982, the National Policy on Education( 1981) established a six- time primary academy, a three- time inferior secondary academy, and a three- time secondary academy. Tertiary education and four- time universities, each of which would be permitted to use nonstop assessment in agreement with the civil ministry of education’s guidelines. It’s defined by the ideal to specialize pupils beforehand enough in their unborn vocations. Most specially, it has procedures for rehiring dropouts( Okoronkwo, 2018). This new educational system will take the place of the sanctioned one-final examination system, which has demonstrated its mileage. The formal examination system has been corrected for excrescencies.

1.2 Statement Of The Problem

It’s a well- known fact that the maturity of scholars spend the utmost of the academy time roving the thoroughfares, returning to the classroom just a week or two before the creation examinations to perform any meaningful study. They’re unrehearsed for academic work as a result of their lack of medication( Edet, 2014).

This demonstrates why notorious scholars have stated that examination isn’t a real mark of an existent’s capability. There have been cases where scholars have committed themselves as a result of failing a test. It should be noted that examinations at the high academy position concentrated only on the cognitive part of scholars’ literacy and tended to overlook the emotive and psychomotor aspects. As a result, our children develop an examination heart and a need for learning and reiteration of data, which tends to suffocate their original thinking. Among other causes, these factors contribute to examination misconduct among scholars.

As a result, it’s imaged that the relinquishment of nonstop assessment would address the examination system’s failings. There are several ways available for determining the results of learning conditioning. These may take the form of a test, an assignment, a design, an observation, an interview, or a questionnaire( Okoronkwo, 2018). The data collected about the pupils will latterly be employed to grease his unborn operation and for the purpose of transferring information to the pupil’s parent, guardian, and others who may profit from it. This type of assessment entails the use of several modes of evaluation with the thing of guiding and enhancing scholars’ literacy and performance.

Objects Of The Study

The primary objects of this study is to assess of preceptors’ stations and capability to apply continual assessment. Specifically, other objects of this study are

To examine the factors that affects the perpetration of continuos assessment.

ii. To determine whether preceptors have knowledgeable about the significance of the continous assessment.

iii. To detemine whether acceptable training has been given to preceptors in the perpetration of continous assessment.

Exploration Questions

The following exploration questions will be nswered in this study

i. What are the factors that affects the perpetration of continuos assessment?

ii. Do preceptors have knowledge about the significance of the continous assessment?

iii. Has acceptable training has been given to preceptors in the perpetration of continous assessment?

Significance Of The Study

Educational development is necessary for the nation’s growth. As a result, and in order to keep up with the rapid-fire growth of this request, we want an effective evaluation process that reveals precisely what one solicitations to know about persons. This explains why preceptors’ stations and capacities to take over nonstop evaluation are critical, since they’re change agents in society. nonstop assessment is a demand for all preceptors in Nigeria’s new educational system. This trouble will empower classroom preceptors with the tools necessary to take over nonstop assessment in their separate seminaries. It’ll instruct and enlighten preceptors on the areas of children’s geste that will be examined and the fashion to follow in negotiating this thing.

Compass Of The Study

This study is concentrated on examining the factors that affects the perpetration of continuos assessment, determining whether preceptors have knowledgeable about the significance of the continous assessment. It’ll further concentrate on detemining whether acceptable training has been given to preceptors in the perpetration of continous assessment.

preceptors of named primary seminaries in Ibeno LGA, Akwa Ibom State will serve as enrolled actors for the check of this study.

Limitations Of The Study

This study is limited to examining the factors that affects the perpetration of continuos assessment, determining whether preceptors have knowledgeable about the significance of the continous assessment. It’ll further be limited to detemining whether acceptable training has been given to preceptors in the perpetration of continous assessment.

preceptors of named primary seminaries in Ibeno LGA, Akwa Ibom State will serve as enrolled actors for the check of this study, therefore the sample size was limited because only a many repliers were chosen to answer the exploration instrument, thus the results can not be generalized to other secondary seminaries outside the state.

Description Of Terms

Assessment The action of assessing someone or commodity

preceptors A schoolteacher, also called a teacher or formally an preceptor, is a person who helps scholars to acquire knowledge, capability or virtue. Informally the part of schoolteacher may be taken on by anyone.

Continous assessment nonstop assessment is a form of educational examination that evaluates a pupil’s progress throughout a specified course. It’s frequently used as an volition to the final examination system.