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Format: MS WORD
| Chapters: 1-5
| Pages: 75
ANALYSIS OF THE RELEVANTOF CONTINUOUS ASSESSMENT IN SELECTED JUNIOR SECONDARY SCHOOLS
CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND OF THE STUDY
The assessment of student’s progress and achievement is a vital component of any educational system. It is a mechanism for progressive evaluation of changes in the behaviour of individual learners and for determining the student’s level of achievement in a course of study (Ehiametalor, 1990).
Thus teachers are expected to examine from time to time how far the students in their classes learn subject matter presented to them (rather than wait till the end of the academic year before examining them).
According to (Ughamadu 1991), Western Education came into Nigeria with twin assessment methods in the firm of internal and external examination. Internal examination includes all tests that are conducted from time to time in our students. Such tests were conducted firmly at the end of the school year and were used essentially for promotion of students from one class or level to another. Also the internal system of assessment was to prepare the students for external examinations. But whatever the frequency of such tests and examinations, they never from part if final assessment of students.
The external examinations on the other hand are those conducted by external bodies and agencies that had no hand in the teaching of the students. Such bodies includes the Ministry of Education, Western Africa Examination Council (WAEC), NECO, NABTEB, Joint Admission and Matriculation Board (JAMB). The old system of assessment was however found to be loaded with so many flaws and fraught with weaknesses because it concentrated on one aspect of human development i.e. cognitive domain at the expense of affective and psychomotor domains. These flaws and weakness according to Ali, Ezeadi and Ogbazi (1988) including the following.
1.2 STATEMENT OF PROBLEM
Despite the numerous recommendations so for advanced by contemporary educationists, the practice and implementation of continuous assessment on the part of most teachers is still nothing to write home about. The aim of any teaching-learning processes is the modification of behaviour of the learners social studies is one of the area where teachers still fraught the assessment and evaluation of learning outcomes and in most cases resort to the old practice of assessment at the end of the course in making final decision about the individual learners.
It is against this ground, this research is undertaken to critically investigate the importance of using continuous assessment as a major strategy in the evaluation of social studies.
1.3 PURPOSE OF THE STUDY
The purpose of the study includes;
1.4 RESEARCH QUESTIONS
1.5 SOME BASIC ASSUMPTIONS
The assumption are based on the fact that;
1.6 SIGNIFICANCE OF THE STUDY
The research study will help provide data on teacher’s use of continuous assessment as a tool in the evaluation of learning outcomes in social studies. It is therefore expected that the research finding will among other things shed light on what is currently going on in school as far as the effectiveness of continuous assessment is concerned.
Also, the study will help provide a frame work for teachers suggest useful ways of improving the practice of continuous assessment of students. Finally this study and research finding will also be significant in such a way that it will serve as a pointer to other researchers who might be interested in the study.
1.7 SCOPE OF THE STUDY
The focus and coverage of this research work is on junior secondary in Ovia North East concern is to examine teachers use of continuous assessment and the importance of evaluation in social studies.
1.9 DEFINITION OF TERMS
It is necessary for clarity to define certain concepts within the context in which they are used;
Continuous assessment: From time to time evaluation of students learning which is used to make final decision about the learners?
Domains of learning: The levels and areas which students are been assessed/cognitive, affective and psychomotor.
6-3-3-4 system: Implies six years in primary, three years in junior secondary, three years in senior secondary and four years.
Exam-malpractice: All forms involved in cheating during an examination.
Evaluation: Method of passing valued judgment on any test items.
Curriculum: All programmes of studies which the school used in changing the overt and covert behaviors of the learners.
Record keeping: documentation of vital information for future references.
Test: Is a device or instrument for measuring student’s ability, achievement, interest, and attitude.
CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND OF THE STUDY
The assessment of student’s progress and achievement is a vital component of any educational system. It is a mechanism for progressive evaluation of changes in the behaviour of individual learners and for determining the student’s level of achievement in a course of study (Ehiametalor, 1990).
Thus teachers are expected to examine from time to time how far the students in their classes learn subject matter presented to them (rather than wait till the end of the academic year before examining them).
According to (Ughamadu 1991), Western Education came into Nigeria with twin assessment methods in the firm of internal and external examination. Internal examination includes all tests that are conducted from time to time in our students. Such tests were conducted firmly at the end of the school year and were used essentially for promotion of students from one class or level to another. Also the internal system of assessment was to prepare the students for external examinations. But whatever the frequency of such tests and examinations, they never from part if final assessment of students.
The external examinations on the other hand are those conducted by external bodies and agencies that had no hand in the teaching of the students. Such bodies includes the Ministry of Education, Western Africa Examination Council (WAEC), NECO, NABTEB, Joint Admission and Matriculation Board (JAMB). The old system of assessment was however found to be loaded with so many flaws and fraught with weaknesses because it concentrated on one aspect of human development i.e. cognitive domain at the expense of affective and psychomotor domains. These flaws and weakness according to Ali, Ezeadi and Ogbazi (1988) including the following.
1.2 STATEMENT OF PROBLEM
Despite the numerous recommendations so for advanced by contemporary educationists, the practice and implementation of continuous assessment on the part of most teachers is still nothing to write home about. The aim of any teaching-learning processes is the modification of behaviour of the learners social studies is one of the area where teachers still fraught the assessment and evaluation of learning outcomes and in most cases resort to the old practice of assessment at the end of the course in making final decision about the individual learners.
It is against this ground, this research is undertaken to critically investigate the importance of using continuous assessment as a major strategy in the evaluation of social studies.
1.3 PURPOSE OF THE STUDY
The purpose of the study includes;
1.4 RESEARCH QUESTIONS
1.5 SOME BASIC ASSUMPTIONS
The assumption are based on the fact that;
1.6 SIGNIFICANCE OF THE STUDY
The research study will help provide data on teacher’s use of continuous assessment as a tool in the evaluation of learning outcomes in social studies. It is therefore expected that the research finding will among other things shed light on what is currently going on in school as far as the effectiveness of continuous assessment is concerned.
Also, the study will help provide a frame work for teachers suggest useful ways of improving the practice of continuous assessment of students. Finally this study and research finding will also be significant in such a way that it will serve as a pointer to other researchers who might be interested in the study.
1.7 SCOPE OF THE STUDY
The focus and coverage of this research work is on junior secondary in Ovia North East concern is to examine teachers use of continuous assessment and the importance of evaluation in social studies.
1.9 DEFINITION OF TERMS
It is necessary for clarity to define certain concepts within the context in which they are used;
Continuous assessment: From time to time evaluation of students learning which is used to make final decision about the learners?
Domains of learning: The levels and areas which students are been assessed/cognitive, affective and psychomotor.
6-3-3-4 system: Implies six years in primary, three years in junior secondary, three years in senior secondary and four years.
Exam-malpractice: All forms involved in cheating during an examination.
Evaluation: Method of passing valued judgment on any test items.
Curriculum: All programmes of studies which the school used in changing the overt and covert behaviors of the learners.
Record keeping: documentation of vital information for future references.
Test: Is a device or instrument for measuring student’s ability, achievement, interest, and attitude.
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