Abuse of Continuous Assessment
Unfortunately,
continuous assessment has been subjected to a great deal of abuse and
misinterpretation by teachers because most of them appear not to understand the
rationale for continuous assessment in the school system. They have
misinterpreted the policy to mean administration of monthly and bi-weekly test
in the cognitive domain.
Continuous
assessment has suffered from various vices including lack of validity and
reliability. Disparity in assessment has been observed from school to school
and from rural to urban locations. The Universal Basic Education is one of the
innovative programmes of the ongoing reform in the education sector. It
requires every Nigerian to get basic education at least up to junior secondary
school. Thus, public examinations set by state are no longer tenable. As stated
by the National Policy on Education (FRN, 2004), promotion and certification in
the secondary school will be based in part or in whole on continuous
assessment.
This
definitely will require an assessment mode that is more effective and
practicable to meet up with the various challenges. This study is therefore an
advocacy for the use of assessment, not only in the cognitive but in the
affective and psychomotor domains for vital decision making such as students’
placement and promotion. To achieve this, the focus on teaching has to be
re-examined.
Hence,
the preoccupation of this presentation is to highlight the continuous
assessment component of school based assessment with a view to drawing
attention to it is also crucial to the overall result of students and attempt
to make it a more standard practice than it is now.ORDER FOR YOUR MATERIAL NOW, CALL +2347034538881
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