ABSTRACT
This
research work takes a deep analytical look at the roles of continuous
assessment in measuring students performance in business studies in Ikere Local
Government Area of Ekiti State.
A total of
twelve teachers teaching Business studies in all selected public secondary
schools in the Local Government.
The study
also randomly sampled fifteen students each from four selected schools. The
total number of students sampled was sixty.
The study
sought to answer three research questions.
The
instrument used for data collection was a structured questionnaire administered
to the subject teaches and students.
Data
collected were analyzed using simple frequency counts percentages mean and
standard derivation.
TABLE OF CONTENTS
TITLE PAGE
APPROVAL PAGE
CERTIFICATION
DEDICATION
ACKNOWLEDGEMENTS
TABLE OF CONTENTS
ABSTRACT
CHAPTER ONE
INTRODUCTION
Background
of the study
Statement
of the study
Purpose
of the study
Significance
of the study
Scope
of the study
Research
Questions
Delimitation
of the study
CHAPTER TWO
LITERATURE REVIEW
Concept of Continuous Assessment
Aims and objective of Continuous Assessment
Reasons for Continuous Assessment
Characteristics of Continuous
Assessment
Viewing of Continuous Assessment
Challenges of Continuous Assessment
practice
Problems of implementing Continuous
Assessment
CHAPTER THREE
METHODOLOGY
Introduction
Research Design
Population of the study
Sample and Sampling
Techniques Research Instrument
Validity of
the Instrument
Reliability
of the instrument
Administration
of the instrument
Method of
Data Analysis
CHAPTER FOUR
PRESENTATION
AND ANALYSIS OF DATA
Finding
CHAPTER FIVE
DISCUSSION, SUMMARY, CONCLUSION AND
RECOMMENDATIONS
Discussion
Summary
Conclusion
Recommendations
REFERENCES
APPENDICES
CHAPTER ONE
GENERAL INTRODUCTION
BACKGROUND OF THE STUDY
CHAPTER ONE
GENERAL INTRODUCTION
BACKGROUND OF THE STUDY
Continuous
assessment is a relatively new terminology in Nigerian education. The National
Policy on Education (1977 paragraph 7, p. 7) emphasizes the importance of
continuous assessment in Nigerian Education when it states that:
Educational
assessment and evaluation will be liberalised by basing them in whole or in
part on continuous assessment of the progress of the individual.
Thus, it implies the teacher's behaviours in assessing
the performance of the students in relationship to their achievement in the
subject being taught. Evaluation is synonymous with assessment. When a student
is being evaluated with an instrument or test, the student could be said to be
undergoing a process of assessment. Both terminologies refer t6 the
determination of the amount of knowledge a student has acquired through the
process of instruction.
Continuous assessment
refers to the monitoring of the progress of a student through classroom
evaluation. Monitoring of a student's progress is a continuous process, since
it is done on a continuous basis. The student is monitored as new knowledge is
introduced to him to find out how he is progressing relatively to exposure.
The
continuous assessment grading system requires the assessment of the change in
behaviours, in terms of cognitive, affective and psychomotor domains. Changes
in cognitive domain reflect the ability of the student to perceive a
relationship between objects and to understand information through the utilisation
of what has been learned, (Sartain, North, Strange and Chapman, 1967).
Cognitive learning, therefore, involves the ability to perceive a problem
situation and be able to apply previous learned knowledge in its solution
Assessment
plays prominent role in educational process and it is considered as a vital
measurement tool in evaluating students’ performance. Ntiko, J.N. (2001)
defines assessment as “a process for obtaining information that is used
for making decisions about student, curricula and programmes, and educational
policy”. It can therefore be a process of collecting information about student
learning and performance to improve education. It helps in measuring student’s
ability in acquiring certain behaviour or a specific knowledge for a particular
subject, and provides the basis of ascertaining the quality of education at all
levels. Learner assessment is best conceived as a form of two-way communication
in which feedback on the educational process or product is provided to its key
stakeholders McAlpine, M.
(2002).. According to Adebowale, O. F., & Alao, K. A.
(2008) “assessment
enables the school to achieve an overall objective of having as complete a
record of the growth and progress of each pupil as possible in order to make
unbiased judgments in the cognitive, affective, and psychomotor evaluation in
the classroom”. Assessment results are used by stakeholders and practitioners
in the evaluation of the entire educational system, motivating students to
perform better, improving instructional planning and content, as well as
certifying students as having attained specific levels of achievements.
Continuous assessment (CA) is an important part of the evaluation of students’
achievement in Nigeria
Assessment
of students learning outcomes in formally is completed through continuous
assessment and final examinations levels of education in Nigeria. The
Universities offering education courses in Nigeria uses two levels of
assessment for both formative and summative evaluation. The continuous assessment
is an essential formative evaluation technique with 40% weight in the total
examination scores of a course in education. The final examination results
determine students’ level of achievement and provide basis for decision on the
level of students’ progress and provides feedback to students on their
performance during the semester, CA is likely to influence their examination
preparation and effort. Alonge,
M. F. (2002). observed that examination and assessment in
the schools system today have been misinterpreted in the sense that parents and
students have the impression that what is important in schooling is to obtain a
certificate (either through fair or foul means) at the end of the course
The
National Policy on Education [Federal Republic of Nigeria (2004)] states that “Educational assessment and evaluation shall
liberalized by being Based in whole or in part on continuous assessment of the
progress of the Individual” (Section 1 No. 9 (g)).
FOR COMPLETE PROJECT MATERIAL CALL +2347064961036
0 Comments