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CONTINUOUS ASSESSMENT AS A FACTOR OF PROMOTING EDUCATIONAL
STANDARD IN SELECTED PRIMARY SCHOOL
CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND OF THE
STUDY
Continuous assessment is a relatively new
innovation to our education system. It is seen as one of the major outcome of
the deliberations of Nigeria National curriculum conference that was held in
1969. It is put in National Policy on Education this “educational assessment
and evaluation will be liberalized by using them in whole or part on continuous
assessment of the progress of individual” the Nigerian National Policy on
Education state clearly in section 3 article 17 (g) that “advancement from one
class to another (in primary school) shall be based on continuous assessment.
Meaning of Continuous Assessment
According
to Yoloye (1985) define continuous assessment as a method of ascertaining what
a pupils gains from schooling in terms of knowledge, industry and the
development of character, taking into account the pupil performances in tests,
assignments, project and other educational activities within a given period of
the term, year or during the entire period of an educational level of the
pupil. It may be viewed as “a method of finding out what the pupil has gained
from learning activities in terms of knowledge, thinking, reasoning, the
development of character and industry”.
Anikweze
(1987) regards continuous assessment of the learning experiences made as a
strategy that offers the teacher an opportunity to ensure that pupils are not
merely that pupils are not merely schooled but equally educated. The emphasis
here is on the assessment of affective behaviours during the lesson when the
pupils is involved in direct participation in the learning process, Anikweze
(1995).
According
to Falayajo (1979) says continuous assessment is a “system of assessment which
is carried out of predetermined intervals (usually coinciding with some
identifiable units of instruction or level of educational system) for the
purpose of monitoring the progress of otherwise of students and the general
performance or educational system” Ezewu and Okoye (1991) define continuous assessment
as a systematic and objective process of determining the extent of a student’s
learner) performance in all the expected changes in his behaviour from the day
he enter upon a course of study in a progressive manner to the end of such
course of study, and a judicious accumulation of all pieces of information
derived from this purpose with a view to use them to guide and shape the
students in his learning from time to time and to serve as basis for important
decisions about the child.
Continuous
assessment is a mechanism whereby the final “grading of a student in the
cognitive, affective and psychomotor domains or behaviour systematically takes
account of all his performances during a give period of schooling” Akinade
(1996) from these definitions above, continuous assessment can therefore be
described as a systematic use of varied and reliable multiple assessment tools
at regular interval to determine the performance and the ability of the learner
in the three domains of behaviour that is (cognitive, affective and
psychomotor) with the aim of getting the true picture of the learner and
helping him develop fully his potentials. Continuous assessment also allows
teacher greater input into the overall assessment of his pupils through the help
of this, the teacher will be able to plan better the curriculum and teaching in
order to meet the needs of the pupils.
All these
ideas can be easily grappled, but when the phrase standard of education is
mentioned. The concept immediately change and become less clear, there is no
universally accepted view as to what excellence, criterion established or basis
of measurement for education. The important Knowledge on which the acquisition
of many kinds of knowledge and understanding of other subject experience in
arts and on enquiring and which may form the basis of educational quality
Moreover,
degree of excellence in this entire fields cannot be easily achieved, for
example in mathematics neatness, accuracy, methods and layout, in reading,
relative valve are given to phrases emphasis, in reading, relative value are
given to phrases emphasis, accent and understanding while in writing, neatness,
accuracy, method, punctuation, layout, spelling of words, idea and imagination.
All these are subjective judgment which varies from one individual to another.
There is a greater element of subjectivity that is, use in measuring attitude
of mind. However, this does not implies that there can be no degree of
excellence in these spheres, measurement depend to a lesser or greater extent
on the measures that are used and since their measuring rods differ from one
another, measurement must also be different. This educational standard will
always be a matter of dispute.
1.2 STATEMENT OF THE
PROBLEM
This
project is basically interested in examining continuous assessment as a factor
of promoting educational standard and is set at determining the relevance of
continuous assessment as a factor of promoting educations standard in primary
schools most especially in
1. Blessing
Nursery and Primary School.
2. Alice
Nursery and Primary School.
3. Anglican
Nursery and Primary School.
4. NUD
Primary School
5. Grace
International Nursery and Primary School.
1.3 OBJECTIVES OF
THE STUDY
The
objective of the study of continuous assessment is to investigate the use of
continuous assessment as a major factor that should be used to achieve all
educational objectives and standard in primary schools.
1.4 RESEARCH
QUESTIONS
The
following questions are to guide the researcher in her study and provide answer
to the research questions
i. What
are the factors that are responsible for the misuse of continuous assessment in
Ifo Local Government Primary schools?
ii. How
frequently do teachers use continuous assessment in their teaching and learning
process?
iii. What are
the efforts being made by the government to improve the use of continuous
assessment in our primary schools?
iv. How can
the use of continuous assessment in our primary schools be improved upon?
v. In what
ways or areas has these factor affect the standard of education in Ewekoro
Local Government primary schools?
vi. What are
the possible suggestions for improving the use of continuous assessment in
order to promote the standard of education in our primary schools?
1.5 SIGNIFICANCE OF
THE STUDY
It is hoped
that a study of this nature will go a long way to educate both the government
and the teachers to effectively recognize and make use of continuous assessment
as a major factor of promoting and also as a promoter of educational standard
especially at the preliminary level that is, primary level.
1.6 SCOPE OF THE
STUDY
This
researcher project work is purposely meant to discover all the primary schools
in Ifo Local Government Area but, due to financial problem and also time factor
the research work is limited to some selected primary schools in Ifo Local
Government Area.
1.7 LIMITATION OF
THE STUDY
Another
important and major problem encounter by the researcher is the problem of
finance. Due to financial constraints the researcher will not be able to cover
all primary schools in Ifo Local Government Area.
1.8 DEFINITION OF
TERMS
Continuous: A process going on without been disturbed or
interrupted. That is, the existence of something for a period of time without
interruption.
Continuous Assessment: This is a formulative method of
evaluation that is in ideal form systematic, comprehensive, cumulative and
guidance, cumulative and guidance oriented. It is acclaimed to be a progressive
objective method of evaluating learner’s achievement gains from class
instruction.
Standard: A specific level of quality that is normal or
acceptable for a particular person or in a particulars situation. It could also
be a unit of measurement that is officially used.
Promoting
Educational standard. This is a process of developing the level of quality of a
particular educational process or the process of maintaining the high standard
in education.
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