Abstract
The study was a correlational analysis
of continuous assessment and examination of J.S.S. students in selected
secondary schools in Uvwie Local Government Area of Delta State. To direct the
study, three research questions were stated and tested. The study adopted the correlational
research design
and the population of the study comprised all
secondary school students in Uvwie Local Government Area of Delta State. The sample
size for the study was two hundred (200) respondents randomly selected from ten
secondary schools purposively sampled. Data for the study were collected using questionnaire,
students’ continuous assessment scores and scores from the Junior Secondary
School Certificate Examination.
In analyzing the data collected, the researcher
used Pearson Product Moment Correlation Coefficient and simple percentage.
The data analyzed revealed that there is a
positive relationship between continuous assessment scores in English language
and junior secondary school examination in English language, teachers’ approach
to continuous assessment influence students’ performance in English language
and continuous assessment influences students’ performance positively in
secondary schools.
Based on these findings, some recommendations were made at the end of the
study.Introduction
Background of the Study
Education
is the most effective tool used by different societies to induct its member
into the cherished traditions. In this instance, Okafor (1981) defines
education as a process of acculturation through which the individual is helped
to attain the development of his potentialities, and their maximum activation
when necessary according to right reasoning and to achieve his perfect self-fulfillment.
It therefore means that teaching-learning process constantly occurs in life. In
the education sector, continuous assessment is the tool to measure the level of
knowledge gained by an individual over a learning period of time. Continuous
assessment is an assessment evaluation that takes place over a period of time.
In other words, the learner will be assessed right through the learning process
and not only after learning.
The
Federal Ministry of Education, Science and Technology (1985) defines continuous
assessment as finding out what the pupils has gained from learning activities
in terms of knowledge, thinking and reasoning character development and
industry. In other words, continuous assessment is all round development that
brings a change in an individual. Denga (2007) explains that continuous
assessment is of the believe that several samples of an individual’s behaviour
leads to a better understanding of that individual that one or a few sample
would. Better knowledge of an individual behaviour is of great help basically
in the selection and placement of the individual in the education sector,
school, and classroom environment, for effective utilization of one’s potential
and of positive influence to the society at large. Moreover, continuous
assessment is viewed as a method evaluation in which the final grading of a
student takes account of the student’s whole performance during a given period
of schooling and is aimed at getting the truest possible picture of the student
to develop his or her abilities to the fullest (Yoloye, 1984).
Continuous
assessment as defined by various authors indicates that, it continuously
evaluates all domains of the human behaviour which are the cognitive, affective
and the psychomotor domains. It also gives opportunity for proper development
of character, skill and talent of the individual. The system of the continuous
assessment as a method of evaluation was adopted because of the failure of the
formal system of assessment. The former system of assessment practiced periodic
test to students in terms of end of term examination and final examination. The
periodic test did not contribute to the end of term examination or contribute
anything to the students’ assessment for promotion. The test and measurement
were therefore just for promotion exam purpose. The system neglected the
affective and psychomotor domains of behaviour. These and some other
outstanding weakness brought about the introduction of continuous assessment as
a means of evaluation. In as much as teaching/learning process occur, its
effectiveness must also be evaluated and must be done appropriately, that is
the whole essence of continuous assessment.
The
introduction of continuous assessment into our education system has made room
for proper grading of students’ performance. It takes into account the
student’s performance throughout the entire schooling period as against the
previous practice of one-short-end of course or end of programme examination,
hence provide more valid and reliable assessment of students’ overall ability
than a single examination. Continuous assessment provides guidance for the
student both in learning and preparation for a career. Data from continuous
assessment provides information of students’ strength and weakness. This
enables the teachers to know the area where students need help and therefore
take appropriate remedial actions. Such data provides the student ongoing
feedback on their performance, help them to become more self-critical and
encourages them to attempt to master materials as they actually work on a
course unit rather than learning the real learning process to the end (Elington
& Early, 1997). Data gotten from continuous assessment are used as
information on the cognitive, affective and psychomotor domains of students’
behavior. Such information presents a true picture of the students’ interest,
ability, capability, personality etc. which can be used as a guide for students
in making career and occupational choice. Countries around the globe have
adopted continuous assessment into their education system as a means of
assessing students’ performance (Elington & Early,
1984).
In
the Nigerian context, the National Policy on Education (NPE, 2004) spells out
clearly Nigeria’s educational goal in terms of relevance to the needs of the
individual and those of society in consonance with the realities of Nigeria
environment and the modern world (Federal Republic of Nigeria, 2004). In the
year (1977) the first edition of the document of the National Curriculum
Conferences of 1969 was published. One significant feature of the new National
Policy on Education is its adoption of continuous assessment mode of evaluating
students’ learning achievement. It was also restated in the new National Policy
on Education in this document, continuous assessment is broken down even to the
primary and junior secondary school level. This indicates the relevance of
continuous assessment in our educational system today.
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