 |
| Concept of Continuous Assessment |
Concept of Continuous Assessment
Continuous
assessment according to Griffith (2005) was formally introduced in 2004 and is often
regarded as “assessment for learning” because the purpose of assessing the
child is to help him learn and not find out if he has satisfied the objectives
of learning. In continuous assessment, the students are assessed in the
cognitive, affective and psychomotor domains, a number of times and at certain
intervals using variety of assessment techniques such as tests, projects,
assignments, observations, questionnaires, interviews, portfolios, checklists,
stoichiometry etc. (Denga, 2007).
The
results of the assessments are recorded and kept on a continuous basis for
future use in decision making on the students and for guidance purpose.
Continuous assessment is therefore different from former system of assessing
students at the end of teaching. It is therefore a formative mode of assessment
as the Federal Ministry of Education (2005) reinstates. It is a method of
ascertaining what a pupil gains in school in terms of knowledge, skills,
industry and character developing, taking account of all his performance in
tests, assignments, projects and other school activities during a given school
period, using his record performance to help his learning by identifying and
remedying areas of difficulties in the learning. Thus, continuous assessment is
sensitive to the need of the developing child and within an educational
environment (Olatunji & Odemu, 2004).
From
the above definition, it shows that continuous assessment is:
1. Comprehensive: As it will assess all aspects of
learning in the cognitive, affective and psychomotor using all possible
techniques in data collection (Anikweze, 2005).
2. Systematic: As every action is planned and well
thought of before it is taken (Ojerinde & Falayajo, 1984). What to assess,
how to assess, time of assessment, time to be spent by the student, instrument
to be used etc. are determined and planned in advance.
3. Guidance Oriented: Since the information obtained
can be used as a basis for encouraging students work, including remedial work
and improvement of teaching methods.
4. It involves keeping of accurate records of all
measurement taken on the child in a given school year.
These records are used to give a true
picture of the child at any moment (Afe, 1991). As stated in the handbook of
continuous assessment (Federal Ministry of Education, Science and Technology,
1985) if this policy is properly implemented, it would:
- Involve the teacher more in overall assessment of
the students.
- Give a more valuable and reliable measure of the
child’s overall ability and performance.
- Provide a basis for a more effective guidance of
the child.
- Help the teacher to improve on his teaching
methods.
- Provide the learners with the knowledge of his
achievements in relation to stated objectives.
- Provide a useful and objective basis for
diagnosing students’ learning difficulties.
- Enable the teacher to be flexible and more
innovative in their learning.
No comments:
Post a Comment