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1.1     Background of the Study
The act of monitoring and evaluating the performance of secondary school student in Nigeria and guiding them for a chosen future career has been one of the problems confronting  educationists in recent times. The end of session promotion examination at the end of the session has become a mockery of the purpose for which they are conducted. One has to accept the use of continuous assessment as a solution to this problem.
Prior to western education in Nigeria, education was mostly informal, closely linked to this oral and informal approach with a full observation. However, with the introduction of western education in Nigeria, western method of assessment was broken down into internal and external examination. The former is the type of test conducted at the end of every school term and sometimes every two weeks during the school years.
The other type of examination which operates in our school system is known as external examination. This type of examination is conducted by external bodies. External in the sense that they are not responsible for teaching the pupils or students i.e. the West Africa Examination Council (W.A.E.C), the National Examination Council (N.E.C.O) the national Agency for Business and technical Education Board (NABTEB) and the National Teachers Institute (NTI) for conducting of the General Certificate Examination (GCE) and teachers grade (II) examination respectively.
This type of assessment is directed only to learning activities that need thinking. The student knowledge and understanding acquired in various subject of the school curriculum are evaluated and marks are awarded not based on students’ skill.
Another problem with this practice of assessment is that, there is no essential feedback on student performance because tests are conducted and decisions are made only at the end of the term or year.
Also, in addition to this, the result or reports, which are usually sent to parents or guardians, contain information on the children overall performance.
Information is usually provided about grades indicating attainment in the different subjects. All these are geared only to the cognitive domain of knowledge.
It is also well known that, due to emphasis laid on paper qualification and poor state of record keeping, students sometimes try to get any means in order to pass their examinations which this result to examination malpractices such as cheating in examination, examination leakages and forging of certificates. It, therefore, becomes very necessary to change these practices and there is need for a mere comprehensive method of teleguiding student’s performances in the schools. This is where the introduction of continuous assessment has gained ground and popularity.
1.2     Statement of Problems


1.3     Objectives of the Study
The following statements are some of the purpose of the study:
i.       The researcher aim at undertaking a careful assessment of continuous assessment in schools in Ile-Oluji-Oke-Igbo Local Government Area.
ii.     It is also the view of the researcher to have critical understanding of the impact of continuous assessment of the student in the Ile-Oluji-Oke-Igbo Local Government Area.
iii.  This research will also like to identify the problems encountered in the implementation of continuous assessment.
1.4     Research Questions
Research questions seek to address the fundamental problems in the research work.
i.          What are the major problems in the effective implementation of continuous assessment in the secondary school Economics?
ii.        What are the perceive impacts of Economics teachers in the improvement of the subject through continuous assessment?
iii.     What are the basic requirements for the effective implementation of continuous assessment in economics?
1.5     Significance of the Study
The significance of this research work is viewed as the researcher tries to examine the implementations of continuous assessment in Nigeria schools today. The aim is to look at the overall personality development of the individual.
This embraces not only assessment of the cognitive domain of knowledge, but also includes assessment of character and other industrious skills of the student.
One of the significance of the study to the researcher is to assess the degree at which the continuous assessment has enhanced the performance of teachers and student in secondary schools level.
The problems encountered in the implementation of continuous assessment will be looked into and suggestions to the problems will be proffered by the researcher. Finally, the researcher adhere strictly to the view that continuous assessment of student is the only way of providing adequate information about students performance at the end of every term or session.
Scope and Delimitation of the Study
It is the intention of the researcher that, this research work be extended to cover Ile-Oluji-Oke-Igbo local Government, Akure as a whole. The main aim and objectives of this researcher study is directed on the impact of continuous assessment in school in the country under the National Policy of Education (9-3-4) system.
Again, its aims at studying how the problems encountered in the course of the implementation of the programme could be tackled.
Limitation of the Study
The researcher decided to limit the scope of the research work to some selected secondary schools in Ile-Oluji-Oke-Igbo Local Government.
The secondary schools selected are:
(i)                Orere Grammar School, Ile – Oluji
(ii)             Gboluji Grammar School, Ile – Oluji
(iii)           Baptist Day Grammar School, Ile – Oluji
(iv)           Holy Saviour’s Grammar School, Ile – Oluji
(v)             St. Francis Grammar School, Ile – Oluji
In the Course of the study, the students, teachers and principals of the selected secondary schools are used to get some vital information.
Definition of Terms
In order to make this research work understandable, it is necessary to define the key words in the study.
A.   Impact: It is used in the research work to mean, the positive and negative effects on continuous assessment.
B.   Continuous assessment: this is also the method of finding out what the pupils or students have gained from learning activities in terms of knowledge, thinking and reasoning, character development and industry.
C.   Evaluation: Evaluation involves the measurement, test and value judgment of knowledge or skill.
D.   Test:  Test is used to mean, any instrument administered for the purpose of determining the achievement of a particular aim and objective.
E.    Domain: Component or classification of behaviour
F.    Cognitive Domain: It has to do with the intellectual ability of the learner.
G.   Affective Domain: It has to do with motor skills, for instance, drawing, typing, biffing, molding, balancing, cycling and last but not the least kicking etc.