A SURVEY OF CONTINUOUS ASSESSMENT PRACTICES IN KADUNA STATE
A SURVEY OF CONTINUOUS ASSESSMENT PRACTICES IN KADUNA STATE
No Thumbnail Available
Date
1992
Authors
KAGAI, ESTHER J.
Journal Title
Journal ISSN
Volume Title
Publisher
Abstract
The introduction of continuous Assessment in the
Nigeria Educational system was an attempt to rectify the
anomalies inherent in the old system of assessment,
whereby, a single shot-examination at the end - of - year
or course determined the future of the students.
The problem with which this study is concerned about
is that of highlighting the continuous Assessment practices
in Kaduna state. The study Was aimed at determining among
others, the instruments used by the teachers in the
assessment of students' performance; the extent to which
the guidelines provided for the implementation of the
policy were being followed: how much training, through
workshops and refresher courses the teachers received to
equip them for effective performance of this function.
The population of the study consisted of 391 form
teachers, 11 guidance and counselling officers and 1,195
secondary school students in Kaduna state. A table of
random numbers was used to draw out the sample for the
study. Questionnaire, interview and Observation were the
survey instruments used to obtain information for the
study. Frequency tables, percentages and chi-square were
used to analyse the data and to test the hypotheses.
Based on the analysis of data, the following findings
were made;-
1. That teachers did not have any basis in the
assessment of students' performance, particularly,
in the affective and psychomotor domains. This
meant that, the guidelines provided by the
Ministry, for the implementation of continuous
assessment system were not being followed..
2. Lack of assessment instruments facilities and
qualified teachers have made the system less
effective.
3. Teachers were not appropriately trained through
workshops and refresher courses to equip them for
effective implementation of the x)rogramme.
4. Teachers did not use any assessment instrument(s)
to ensure a realistic and practical assessment
of the affective and psychomotor domains.
5. The aspect of record keeping was observed to be
very poor and inconsistent. Most schools did not
even have storage facilities to ensure proper record
keeping.
Based on these findings, recommendations were made
for consideration, it was recommended that; (1) Government
should increase its budgetary allocation to education,
specifically for the construction of facilities and the
purchase of equipment; (2) principals should ensure
that, facilities required for the implementation of the
continuous assessment system are made available in their
schools. They should also supervise these facilities
and their teachers to ensure safety and efficiency.
(3) Teachers should be given appropriate training
through workshops and refresher courses, to equip them
for effective performance of the programme. (4) Guidance
and counselors in the various schools, should be given
the responsibility of keeping all student's records.
(5) suggestion on how to assess the students in the
Affective and psychomotor Domains was made.
The general conclusion of this study is that, a lot
needs to be done by the government, the teachers, the
students and their parents to ensure a successful
implementation of continuous Assessment Programme.
Description
A thesis submitted by Department of Education
Ahmadu Bello university zaria -
Nigeria
1992
Keywords
A SURVEY,, CONTINUOUS,, ASSESSMENT,, KADUNA STATE..