Denga (2003) defined continuous assessment as a method of determining the final grade for a given period of time through series of periodic assessment comprising of test and non-test measure.
Ezewu and Okoye, (1981) stated that to assess is to determine the extent of performance of students in a unit of instruction or the overall progress of student in school up to a particular point in time. The Federal Ministry of Education (1980) also state that continuous assessment is a mechanism whereby the final grading of student in the cognitive, affective and psychomotor domains of behaviour take account in a systematic way of all his performance during a given period of school. From the above definitions we can understand that continuous assessment is a systematic and objective process of determining the extent of a student’s performances in all expected changes in his behavior from the day he/she enters upon a course of study in continuous and progressive manner to the end of such course of study. It is a judicious accumulation of piece s of information derived for this purpose with a view to use them to guide and shape the student in learning from time to time which serve as bases for important decision about him. In the study on continuous
assessment system, Turton (1983) made reference to the various sections of the National Policy on Education that advocate or spell out the rational for implementing continuous assessment system, Turton (1983) made reference to the various sections of the National Policy on Education that advocate or spell out the rational for implementing continuous assessment in the Nigeria school and says that when the details of continuous assessment system are explained, at least the system has been liberated from a pupil assessment based on only on a single final backward looking examination which assessed only one aspect of the pupils, that is his academic progress and ignores those aspects of the whole person such as character, attitude, interest and physical skill which are in practice the major determinates of a person’s worth in life. He further explains that continuous assessment should be based on blooms taxonomy of Education whereby the cognitive. Affective and psychomotor developments of pupils are emphasized and take into account in making any decision about them.
Okpala, Onocha and Oyedefi (1993) emphasized on the systematic nature of continuous assessment and say continuous assessment refers to a system of assessment which is carried out at predetermined intervals for the purpose of monitoring and improving the overall performance of students and of the teaching learning environment.
Okonwo, Achuniex and Anukam (1991) saw continuous assessment as that, aspect of education that takes into consideration of all academic and non academic activities in school in assessing the students performance, this aspect of assessment include all tests and non tests measures where all three domains of learning according to blooms are assessed to obtain in depth information about each individual student.
Ugoduluwa and Ugwanyi, (1999) like Ezewu and Okoye, said that assessment is the determination of values and worth of things. They explain that it is a process of measuring behaviours and using the result so obtained in taking relevant decisions. According to them, assessment in educational settings means multifaceted process that involves far more one administration of variety of tasks settings or contents. They went further to explain that continuous assessment is that process that involves measuring behavior of learners periodically and using the results obtained for taking relevant decision about the learners.
Ezewu and Okoye, (1981) stated that to assess is to determine the extent of performance of students in a unit of instruction or the overall progress of student in school up to a particular point in time. The Federal Ministry of Education (1980) also state that continuous assessment is a mechanism whereby the final grading of student in the cognitive, affective and psychomotor domains of behaviour take account in a systematic way of all his performance during a given period of school. From the above definitions we can understand that continuous assessment is a systematic and objective process of determining the extent of a student’s performances in all expected changes in his behavior from the day he/she enters upon a course of study in continuous and progressive manner to the end of such course of study. It is a judicious accumulation of piece s of information derived for this purpose with a view to use them to guide and shape the student in learning from time to time which serve as bases for important decision about him. In the study on continuous
assessment system, Turton (1983) made reference to the various sections of the National Policy on Education that advocate or spell out the rational for implementing continuous assessment system, Turton (1983) made reference to the various sections of the National Policy on Education that advocate or spell out the rational for implementing continuous assessment in the Nigeria school and says that when the details of continuous assessment system are explained, at least the system has been liberated from a pupil assessment based on only on a single final backward looking examination which assessed only one aspect of the pupils, that is his academic progress and ignores those aspects of the whole person such as character, attitude, interest and physical skill which are in practice the major determinates of a person’s worth in life. He further explains that continuous assessment should be based on blooms taxonomy of Education whereby the cognitive. Affective and psychomotor developments of pupils are emphasized and take into account in making any decision about them.
Okpala, Onocha and Oyedefi (1993) emphasized on the systematic nature of continuous assessment and say continuous assessment refers to a system of assessment which is carried out at predetermined intervals for the purpose of monitoring and improving the overall performance of students and of the teaching learning environment.
Okonwo, Achuniex and Anukam (1991) saw continuous assessment as that, aspect of education that takes into consideration of all academic and non academic activities in school in assessing the students performance, this aspect of assessment include all tests and non tests measures where all three domains of learning according to blooms are assessed to obtain in depth information about each individual student.
Ugoduluwa and Ugwanyi, (1999) like Ezewu and Okoye, said that assessment is the determination of values and worth of things. They explain that it is a process of measuring behaviours and using the result so obtained in taking relevant decisions. According to them, assessment in educational settings means multifaceted process that involves far more one administration of variety of tasks settings or contents. They went further to explain that continuous assessment is that process that involves measuring behavior of learners periodically and using the results obtained for taking relevant decision about the learners.
I HOPE THIS HAVE BEEN
VERY INFORMATIVE,
Leave a comment bellow.
Get the Full Material delivered to your Email, . Call me on 07065065738 or 07034538881
Follow Us On Twitter,
Like Us On Facebook,
Join Our Cycle On Google+
Leave a comment bellow.
Get the Full Material delivered to your Email, . Call me on 07065065738 or 07034538881
Follow Us On Twitter,
Like Us On Facebook,
Join Our Cycle On Google+
we can keep u updated
by subscribing for free using your email
For more clarification, Please Leave a comment.
For more clarification, Please Leave a comment.
No comments:
Post a Comment