THE ROLE OF CONTINUOUS ASSESSMENT (A CASE STUDY OF FUNAKAYE L.G.A)

ABSTRACT
The primary aim of this research work is to examine the role of continuous assessment in some selected primary school of Funakaye Local Government Area, Gombe State. And also look at some of the factors militating against classroom assessment practice. The focus of this research work on school based assessment and improving learning and to acquire them with efficient and accurate skills.

CHAPTER ONE
INTRODUCTION
The educational sector in Nigeria is faced with a number of reforms. Assessment is about a unique part of these reforms. There is the need now more than ever before, to involve, new, effective and practical ways of measuring, evaluation and reporting students’ progress towards the various targets and learning goals.
Most of the existing literature on the evaluation of pupils performance indicates that it is unfair to evaluated pupils/student using only one short examination which after comes at the end of a learning circle students achievement should be assessed as various stage of learning circle. This a assessment is for learning: it was in recognition of this significant role of assessment that the national policy on education entrenched should based assessment and stipulated that it form 40% of overall assessment. Unfortunately, school assessment have been subject to a lot of abuse by the teachers because it appears most of them lack the perquisites training in assessment. It seems also that most teaches do not understand the ration for school assessment in the school system as well. This teacher made test suffer from vice including lack of validity and non-comparability of standard.
Studies have shown that teachers tend to inflate score there by making non sense of the predictive validity of such score often the correlation between such scores and those of the control examination bodies are usually negative. Again, disparity, has been observed from the school to school, rural to urban, location form teacher to teachers subject to subject. Assessment is mainly carried out after teaching has been finished i.e assessment is summative one of the reform introduced in carrying assessment during the course of instruction i.e formatting assessment so that pupils and teachers can received feed back.
Most of our school still operates the traditional assessment practice of the last century. This involves assessing pupils with the aim of preparing pupils /students for examination very little attention is given to higher mental task thinking and application skills in the class room also, a teachers is constantly faced with problems of tying to find out how much of what was tough has been leaning by the pupils. to find out this he usually given students test on what tough from which he can determine what each student learning from the lesson from the result of such test.
It is possible to say 70% or 7/10 of the question correct. This also is a measurement operation. There is also making and reporting which serve functions like the instruction function which is purposely made to improve students leaving and development. One effective way of checking whether or not we are making progress in school is through assessment of pupils learning progress in school. There is also information function where schools are accountable to parent to parent on an achievements and progress of their pupils in their school work. How well their children are doing what kind of support and encouragement they required and report pupils achievement provide a useful basis for effective guidance and counseling which help in identifying pupils academic area of straight and weakness in very area. Since the form in teacher is shifting from teachers for examination towards teaching for understanding among student, school based assessment is receive more attention from educations. One such forms of school based assessment is continuous assessment (CA) in CA student are assessment in the cognitive, effective and psychomotor domains a number of times and at a certain interval. A various of assessment techniques are used such as tests, project, observations, questionnaires, and interview. The result of assessment are recorded and kept on a continuous basis for future use in decision making on the pupils and for guidance purposed. No doubt school based assessment is more comprehensive and provides the teachers with a better opportunity for identify his needs. In this sense, school based assessment often to as assessment for learning. The primary object is to assist student with the aim of facilitating their learning. This contract with the formed system of assessment pupils at end of teaching for the purpose of only identifying those that have satisfied the objective for teaching at present CA school based (i.g continuous assessment) and end of the causes assessment result are combined to give comprehensive picture of the abilities and characteristics of learners at this juncture , the new case study of cussed on the roles played by CA on the new National policy on education in Nigeria which particular reference to the study area Funakaye Local Government Area.
1.1 HISTORYCAL BACKGROUP OF THE STUDY AREA
1996. It was curve out from former Nafada/Bajoga Local Government Area of Gombe state and has its head quarters at Bajoga. The Local Government situated at the Northern Zone of Gombe State. Funakaye Local Government is bounded by Dukku Local Government Area from the west from the east with Gulani Local Government of Yobe State. From North it shares bounding with Nafada Local Government and to the south with Kwami Local Government Area of Gombe State. The Local Government covers an estimated people of 180.000 according to 2006 official census figure the people of Funakaye Local Government are predominately farmers, cattle rears, fishermen and few other who engage= in commercial activities. Those main tribes of people of Funakaye Local Government Area are laundry Bolewa, Kare-Kare, Fulani, and sport from other tribes.
1.2 STATEMENT OF THE PROBLEMS
School base assessment have been subject to a lot of abuse by teachers because it appears most of them lack he requisite training in assessment. It seems also that most teachers do not understand the rational he school the school based assessment in the school system as well. Theses, teachers made test suffered from various vice including lack of validity reliability and non-comparability of standard studies have shown that teachers tend inflate score the re by making nonsense of the predicative availability of such score.
1.3 OBJECTIVE OF THE STUDY
This study seeks to find out the roles played by continuous assessment in the school and improved it furthermore, it give light on the need for school teachers in both urban and rural Area to diversity their effect and techniques require for effective implementation of continuous assessment in the schools.
1.4 SIGNIFICANCE OF THE STUDY
The importance of this study Is that it would help the government, proprietors, and head teachers in remanding problems concerning school base assessment other live will as CA by most teachers a through with several years, teaching experience still does not possess the requisite skill does not possess the requisite skill for effective implantation of continuous assessment programmed in their school.
1.5 RESEARCH QUESTION
Despite the role of continuous assessment is making, it is faced with murderous assessment problems which can be operational and attitudinal problems. These fore this research work shall look unto some hypothesis among which are:
i) Do most teachers pose the requisite skill for effective implementation of continuous assessment?
ii) Do teachers administer test and assignment that should be recorded CA property?
iii) Do teachers use internets which are valid and reliable in reporting score and data obtained from various tools and techniques?
iv) Do most teachers know how to called data on student score, interpret and organization them?
v) Do teachers give parent, the correct interpret operation of pupils performance?
1.7 SCOPE AND DELIMITATION
The intended study is within Funakaye Local Government Area and intended to identify the roles player by continuous assessment in school and then will help along way in marking work more relevant and useful for enhancing the quality of teaching and learning in school.







CHAPTER TWO
2.0 LITERATURE REVIEW
Teaching and learning is the process through which a desired goal can be achieved especially as related to the three domains of education cognitive effective and psychomotor. Continuous assessment remains the mechanism through which education al progress of learners can be determined. Equally it provide feedback to all stalk halters teachers, parent, learners, as well as the curriculum designers.
The chapter presents the review of related retreater to the present study in a broader manner in order to understand the background of the researcher did. Moreover, it is also to find an existing gap so as to fill in the gap and contributed to the existing body of knowledge.
The section therefore, is organized under the following sub-headings concept of continuous assessment problem of continuous assessment patchily and the needs for continuous assessment.
2.1 CONCEPT OF CONTINUOUS ASSESSMENT
Empirical studies have it that CA is regarded as one of the most significant innovation of the National policy in education. It is also being used as a testing modality in many development countries in a bid to evaluate learner’s achievements in any teaching learning situation.
In a handbook continuous assessment the federal Government of Nigeria (1985) defines C.A as
A mechanism whereby the final grading of student in the cognitive effective and psychomotor domains of behavior systematically takes account of all his performance during a given period of schooling. Such as an assessment that involves the use of a great varied of modes of evaluation for the purpose of guiding and improving the learning and performance of the student.
In his discussion, yoloye (1984) describe Ca as a method of evaluating the progress and achievement of students in educational institutions. He also added that CA aims to get the truest possible picture of each student ability of the sometime of each student to develop his or her abilities to the fullers.
Another work that makes relevant to the present study, is that of falayolo (1986) the author static that CA is a system of assessment which is carried out at predetermined intervals usually coinciding with some identifiable units of instruction or levels of education system for the purpose of monitoring the progress or otherwise of student and the general performance of the education system.
Put differently, in his own definition, Bajah (1984), viewed CA as a continuous up-dating of judgment about performance in relation to specific criteria which will allow a cumulative judgment to be made about performance upon these same criteria at any time.
Ezuwu and okoye (1981) gave another description of CA in which they see CA within educational context as a systematic and objective process of determines expected of a student’s performances and all the expected changes in his behavior from the day he enters in to a course of study and a judicious accumulation of all pieces of information derived from his learning from time to time and to serve as a bases for important decision about the Chad.

    Date: 2026-08-12 00:00:00.000000