The general characteristics of continuous assessment identified by many authors are:
i. Continuous Assessment is Systematic: This implies that it is planned periodically using the cycle of the three term school year. Turton (1983) Ojerinde, Falayajo (984), Okpala (1993) Okonwo, Achinine and Anukam (1991) Ugoduluwa and Ugwuanyi (1991) all agreed that continuous assessment is systematic in the sense that it involves an operational plan, and this plan involves.
a. What modes of assessment to be adopted by the teachers, the interval measurement should be made from time to time during school year.
b. What measurements are to be made of the learners performances and the weight to be given to the different kinds of assessments?
ii. Continuous Assessment is Comprehensive: According to Abiola (2000) along side with Okpala Ugoduluwa and Ugwuanyi (1999), Okonkwo, Achunine and Anukam (1984) stated that the comprehensiveness of continuous assessment implies application of a variety of measuring instruments to determine the activities and performance of the students which includes class tests, assignment individual or group projects, observation methods, interview/oral tests, relating scales and socio-metric measures. This in other words, means that continuous assessment focuses on the cognitive, affective and psychomotor domains of behavior and makes use of a variety instruments.
i. Continuous Assessment is Systematic: This implies that it is planned periodically using the cycle of the three term school year. Turton (1983) Ojerinde, Falayajo (984), Okpala (1993) Okonwo, Achinine and Anukam (1991) Ugoduluwa and Ugwuanyi (1991) all agreed that continuous assessment is systematic in the sense that it involves an operational plan, and this plan involves.
a. What modes of assessment to be adopted by the teachers, the interval measurement should be made from time to time during school year.
b. What measurements are to be made of the learners performances and the weight to be given to the different kinds of assessments?
ii. Continuous Assessment is Comprehensive: According to Abiola (2000) along side with Okpala Ugoduluwa and Ugwuanyi (1999), Okonkwo, Achunine and Anukam (1984) stated that the comprehensiveness of continuous assessment implies application of a variety of measuring instruments to determine the activities and performance of the students which includes class tests, assignment individual or group projects, observation methods, interview/oral tests, relating scales and socio-metric measures. This in other words, means that continuous assessment focuses on the cognitive, affective and psychomotor domains of behavior and makes use of a variety instruments.
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