THE ROLES OF CONTINUOUS ASSESSMENT IN MEASURING STUDENTS PERFOMRANCE

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)).

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