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THE THEORY AND PRACTICE OF
CONTINUOUS ASSESSMENT, PROBLEMS AND PROSPECTS IN PRIMARY SCHOOLS
CHAPTER
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
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 Enugu
south local government Area in enugu.
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 Enugu 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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