THE EFFECT OF CONTINUOUS ASSESSMENT ON PRIMARY SCHOOL EDUCATION QUALITY

THE EFFECT OF CONTINUOUS ASSESSMENT ON PRIMARY SCHOOL EDUCATION QUALITY

CHAPTER ONE

INTRODUCTION

1.1  BACKGROUND OF THE STUDY

According to Osunde (2003), continuous assessment is a classroom approach used by teachers to determine students’ level of knowledge, competence, and comprehension. Many people see the implementation of continuous assessment in our schools as a positive response by the government to long-standing criticisms of our educational system, as well as an indication of a willingness to improve the nation’s process of evaluating the educational system’s product. Continuous assessment, according to Ughamadu (2004), is not a new concept in Nigerian education, in which the instructor evaluates the students’ performance in relation to their success in the topic being taught. With the implementation of Education Onocha’s 6-3-3-4 method, the Nigerian education system pioneered the concept of continuous evaluation (2010). This method replaced the 6-5-2-3. Schools and other institutions used this system for certification and placement into the next level of education. The national education policy requires students to be reviewed and certified on a regular basis through continuous evaluation. Instruments designed to assess students’ abilities and competence should be evaluated. The metric should accurately reflect students’ true abilities. The goal of this research was to look into a teacher’s ability to create, administer, and secure a continuous assessment item. Continuous assessment, according to (Onocha, 2001). Is also a type of evaluation carried out in the classroom by a teacher. Maintain records, assign and grade assignments and exams on a regular basis, evaluate student behavior, and make decisions. The old assessment system was one-shot in the sense that examinations were only given once. were only completed at the end of the term’s work, and in some cases, students were net tested on what they were used to. To assess learners, one-shot assessments only used tests, class assignments, quizzes, take-home questions, and projects (Okpala, 2003). Even examination bodies such as the Nigeria Teacher Institution (N.T.I) and others used to be like this (WAEC). West African Certificate of Examination, The previous method only tested the cognitive domain, or intellectual capacity. Influencing factors include domain, hobbies, and altitude. The assessment ignored the students’ feelings and emotions (Osunde, 2003). Except in a few cases, the prior method did not take into account the psychomotor domain entirely. Continuous assessment is an evaluation system that takes into account all factors. The experiences of a student during their education. Continuous evaluation is comprehensive and cumulative over time (Ola, 2001). Continuous assessment is a method of determining what a student gets out of school in terms of knowledge and character development by taking into account all of his or her performance in exams, assignments, and other educational activities over the course of a term, year, or educational level (Udeji, 2003). Finally, it is widely acknowledged that school enrollment has increased dramatically (Titi, 2000). The heavy work associated with continuous assessment has influenced many teachers’ attitudes as a result of the development; some find it too burdensome, while others see it as an unnecessary waste of time; some teachers short circuit tests, while others do not.

Conduct only one test and multiply the results. Some teachers postpone giving tests, some cancel classes under the guise of marking students’ tests, and some purposefully assign difficult assignments that will keep the students occupied indefinitely so that the teachers can relax.

1.2 THE PROBLEM’S STATEMENT

The implementation of a continuous assessment evaluation system in Nigerian schools has had a significant impact on basic school education quality (Osunde, 2003). As a result, the following are the difficulties for which this project is looking for solutions.

i. What are the issues impeding the implementation of continuous assessment?

ii. How does continuous assessment help to improve educational quality?

iii. What is a continuous assessment instrument?

used in elementary schools to aid in the delivery of high-quality education?

iv. What is the purpose of implementing continuous assessment?

v. How can elementary schools regulate and standardize continuous evaluation to ensure high-quality education?

1.3 THE STUDY’S OBJECTIVES

As a result, the study’s objective is as follows:

i. To identify the problem that is impeding the implementation of continuous assessment in elementary schools.

ii. Determine the justification for implementing continuous assessment in elementary schools.

iii. To identify the tool used to provide quality education through ongoing assessment.

iv. Determine how to regulate and standardize continuous assessment across all elementary schools.

1.4 QUESTION FOR RESEARCH

i. What are the challenges to implementing continuous assessment in elementary schools?

ii. What is the justification for

Introducing continuous evaluation in elementary schools?

iii. What tools are used to provide quality education through continuous assessment?

iv. How can continuous evaluation be regulated and standardized across all elementary schools?

1.5 THE STUDY’S IMPORTANCE

The study’s findings will form the basis for good supervision (by a primary school teacher) in order to change or reinforce students. The way people consider evaluation methods. The study’s findings are also expected to provide guidance to the government on how to standardize continuous assessment practices in primary schools. The findings will also serve as a springboard for further research into the impact of continuous assessment on the quality of primary school education.

1.6 STUDY OBJECTIVES

The scope of the study is limited to

It must develop its own conceptual framework for examination for primary schools in the Ofa Local Government Area.

1.7 TERMS AND CONDITIONS

i. Continuous Assessment: This simply refers to the system strategies/techniques for assigning a final mark/grade to students based on their work completed over the course of a course of study rather than a single test.

ii. Impact: The effect or influence of a particular event, situation, or circumstance on someone or something.

iii. Quality: the standard by which anything is judged in relation to other things.

iv. Education: a process of teaching, training, and learning, particularly in schools or colleges, to improve knowledge and skill, which typically begins in elementary school and continues through college.