A SURVEY OF CONTINUOUS ASSESSMENT PRACTICES IN KADUNA STATE
A SURVEY OF CONTINUOUS ASSESSMENT PRACTICES IN KADUNA STATE
| dc.contributor.author | KAGAI, ESTHER J. | |
| dc.date.accessioned | 2014-03-04T08:27:50Z | |
| dc.date.available | 2014-03-04T08:27:50Z | |
| dc.date.issued | 1992 | |
| dc.description | A thesis submitted by Department of Education Ahmadu Bello university zaria - Nigeria 1992 | en_US |
| dc.description.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. | en_US |
| dc.identifier.uri | http://hdl.handle.net/123456789/3138 | |
| dc.language.iso | en | en_US |
| dc.subject | A SURVEY, | en_US |
| dc.subject | CONTINUOUS, | en_US |
| dc.subject | ASSESSMENT, | en_US |
| dc.subject | KADUNA STATE.. | en_US |
| dc.title | A SURVEY OF CONTINUOUS ASSESSMENT PRACTICES IN KADUNA STATE | en_US |
| dc.type | Thesis | en_US |
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