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
TABLE OF CONTENTS
Background of the study
Statement of the study
Purpose of the study
Significance of the study
Scope of the study
Delimitation of the study
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
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
PRESENTATION AND ANALYSIS OF DATA Finding
DISCUSSION, SUMMARY, CONCLUSION AND
BACKGROUND OF THE STUDY
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)).
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