Continuous Assessment Practices in Nigerian Schools: A Review

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Continuous Assessment Practices in Nigerian Schools: A Review

One of the functions of a school is the certification of the individual learner under its embrace. To effectively carry out this role, assessment of one kind or the other is a prerequisite The Nigeria',s National Policy on Education (NPE) recommended the use of continuous assessment for takingsummative decisions on students', level of attainment at the end of any level of schooling. This qualitative study is an attempt at evaluating continuous assessment practices in selected Nigerian Secondary Schools. The sample consists of 500 stratified randomly selected teachers (age range 30-55years, male=198, female=302) from ten randomly selected schools within Ilorin metropolis. Data collection was through interviews and focus group discussion which centred around the teachers’, continuous assessment practices based on the four basic attributes (systematic, comprehensive, cumulative and guidance-oriented) that characterise continuous assessment. Results show that the continuous assessment practices of most of the teachers were faulty and deviated markedly from policy guidelines. It is recommended, that in-service training be organised for secondary school teachers in Nigeria, to educate them more on continuous assessment guidelines as spelt out in ,National Policy on Education for the attainment of the overall educational goals.

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