Problems with the Implementation of Continuous Assessment
The
entire practice of continuous assessment is surrounded by laxity. Thus, there
is laxity in timing. For instance, in the institutions usually, at the onset of
every session an academic calendar is drawn up, which states the time when the
first and second continuous assessment exercise for each of the two semesters
of the session will hold among other details. However, no one enforces the
timing so that individual teachers decide along with their students when to
administer continuous assessment. In some cases, continuous assessment has been
taken after the semester examination even though school rules indicate that
continuous assessment scores must be compiled and released to students at least
two weeks before the commencement of their semester examination.
There
is also laxity in terms of the mode that the continuous exercise takes. For
instance, a school calendar may specify two continuous assessment tests, but
because there is no enforcement, some teacher and their students agree on one
test one assignment, one test two assignments, one test only, two to three
tests only and at times, all through there is no test or assignment at all.
Furthermore,
laxity has been observed in relation to the content of continuous assessment.
The normal tendency is for teachers to agree with students over the aspect of
the course to be administered continuous assessment for which students always
request for areas which they consider convenient in terms of their
understanding while teacher think in terms of convenient of marking. Sometimes
both parties arrive at a compromise otherwise one party suffers.
Generally,
between and within institutions, disparities exist in terms of how continuous
assessment marks are realized. Some teachers/instructors include marks allotted
to class attendance or some other areas that they consider relevant, while some
do not based their scores only on actual scores earned from the continuous
assessment. Griffith (2005) captures another area of disparity which relates to
teacher involvement differently. For example, within the same school system, it
is possible to have teachers who treat assignments and tests purely as
examination and offer none or little guidance to the students, while some
teachers may be involved that they may end up doing much of the work for
students because of the magnitude of guidance they provide. The consequence of
such a situation is that the result of the student in the latter situation does
not reflect the level at which students would be able to perform when asked to
undertake a similar task in the future.ORDER FOR YOUR MATERIAL NOW, CALL +2347034538881
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