ASSESSMENT OF TEACHERS’ ATTITUDES AND ABILITY TO IMPLEMENT CONTINUAL ASSESSMENT
CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND OF THE STUDY
The origins of assessment in the Nigerian educational system are unknown; it may have first appeared in the form of an ordinance enacted in 1882, which included the following criteria for granting grants for teacher wages. To begin, funds are provided for organization and discipline, as well as special awards to schools with a high proportion of passes and a high quality of academic performance. Second, each subject is issued a capture permit.
Another ordinance was passed in 1889, which stated, in part, that no grant would be given to any school unless it met the required percentage of efficiency in public examinations. This explains the significance of assessment and testing in the school curriculum; evaluation is usually simple.
Because it occurs at the end of the academic year. Secondary schools used a highly selective evaluation system. The passport to secondary education was a written examination followed by an oral interview. Most schools relied on term and final examinations for promotion purposes (Edet, 2014).
The inclusion of continuous assessment as a useful instrument for assessing and evaluating students’ learning outcomes at all levels of our educational system is one of the most significant features of the 1981 National Policy on Education. Secondary schools are currently implementing continuous assessment. The National Policy on Education (1981) mandated the establishment of a six-year primary school, a three-year junior secondary school, and a three-year secondary school in 1982. Tertiary education and four-year colleges
Universities, each of which would be permitted to use continuous assessment in accordance with the guidelines established by the federal ministry of education. It is defined by the goal of specializing students early in their future vocations. Most notably, it has policies in place for rehiring dropouts (Okoronkwo, 2018). This new educational system will replace the official one-final examination system, which has proven to be useful. For flaws, the formal examination method has been chastised. 1.2 THE PROBLEM’S STATEMENT
The majority of students spend the majority of the school year roaming the streets, returning to the classroom only a week or two before the promotion exams to do any meaningful study. As a result, they are unprepared for academic work.
because of their lack of preparation (Edet, 2014).
This demonstrates why well-known scholars have stated that examination is not a reliable indicator of an individual’s competence. There have been cases where students have committed suicide after failing a test. It should be noted that high school exams tended to focus solely on the cognitive aspect of students’ learning, ignoring the emotive and psychomotor aspects. As a result, our children develop an examination conscience as well as a need for memorizing and repeating facts, which suffocates their original thinking. These factors, among others, contribute to student examination misconduct.
As a result, it is expected that the implementation of continuous assessment will address the shortcomings of the examination system. There
There are several techniques for determining the outcomes of learning activities. These could be in the form of a test, assignment, project, observation, interview, or questionnaire (Okoronkwo, 2018). The information gathered about the students will be used to facilitate his future use and to send information to the student’s parent, guardian, and others who may benefit from it. This type of assessment involves the use of multiple modes of evaluation in order to guide and improve students’ learning and performance.
1.3 THE STUDY’S OBJECTIVES
The primary goals of this study are to evaluate teachers’ attitudes and ability to implement continuous assessment. Other specific goals of this research include:
i. To investigate the factors that
has an impact on the implementation of continuous assessment.
ii. To determine whether teachers are aware of the significance of continuous assessment.
iii. Determine whether teachers have received adequate training in the implementation of continuous assessment.
1.4 QUESTIONS FOR RESEARCH
In this study, the following research questions will be addressed:
i. What are the factors influencing the implementation of continuous assessment?
ii. Do teachers understand the significance of continuous assessment?
iii. Have teachers received adequate training in the implementation of continuous assessment?
1.5 THE STUDY’S IMPORTANCE
Educational development is essential for the country’s growth. As a result, and in order to keep up with the market’s rapid growth, we need an efficient evaluation process.
reveals precisely what one wishes to know about people. This explains why, as change agents in society, teachers’ attitudes and abilities to conduct continuous evaluation are critical. In Nigeria’s new educational system, all instructors must engage in continuous assessment. This effort will provide classroom teachers with the tools they need to implement continuous assessment in their respective schools. It will instruct and enlighten teachers on the areas of children’s behavior that will be examined, as well as the method to be used to achieve this goal.
1.6 STUDY OBJECTIVES
The purpose of this study is to investigate the factors that influence the implementation of continuous assessment, as well as to determine whether teachers understand the significance of continuous assessment. It will also consider whether adequate resources are available.
Teachers have received training in the use of continuous assessment.
Teachers from selected primary schools in Ibeno LGA, Akwa Ibom State, will be enrolled as survey participants for this study.
1.7 STUDY LIMITATIONS
This study is limited to examining the factors that influence the implementation of continuous assessment and determining whether teachers are aware of the importance of continuous assessment. It will also be limited to determining whether teachers received adequate training in the implementation of continuous assessment.
Teachers from selected primary schools in Ibeno LGA, Akwa Ibom State, will serve as enrolled participants for this study’s survey, so the sample size was limited because only a few respondents were chosen to answer the questions.
As a result, the results cannot be generalized to other secondary schools outside the state.
1.8 TERM DEFINITION
Assessment: The process of evaluating someone or something.
Teachers: A teacher, also known as a schoolteacher or an educator, is someone who assists students in acquiring knowledge, competence, or virtue. Anyone can take on the role of teacher informally.
Continuous assessment is a type of educational examination that assesses a student’s progress throughout a prescribed course. It is frequently used as an alternative to the traditional final examination system.
Leave a Comment