PROJECT TOPIC- INVESTIGATION OF THE PROBLEMS AFFECTING THE EFFECTIVE IMPLIMENTATION OF CONTINUOUS ASSESSMENT PROGRAMME IN EZEAGU LOCAL GOVERNMENT AREA
This project was aimed at investigation of the problems affecting the effective implementation of continuous assessment programme in Ezeagu Local Government Area. Five research questions were formulated to guide the researcher in his investigation. The instrument used for data collection was questionnaire which was administered to the teachers because they are directly involved. In attempt to make a valid and worthy discovery a total 120 teachers in Ezeagu Local Government Area were used for the study while the statistical simple frequency table and mean.
The result of the findings show that the programmed is suffering from setbacks occasioned by a number of factors which include lacks of fund, equipment, storage facilities, inadequate qualified personnel and insufficient time. Based on the findings a number of recommendation and suggestion for further studies were made.
Background to the Study
Continuous assessment is a classroom strategy implemented by teachers to ascertain the knowledge, understanding, and skills attained by students (Azubuike, 2013). Teachers administer assessments in a variety of ways over time to allow them to observe multiple tasks and to collect information about what students know, understand, and can do (Agha, 2011). These assessments are curriculum-based tasks previously taught in class.
Continuous assessment occurs frequently during the school year and is part of regular teacher-students interactions. Students receive feedback from teachers based on their performance that allows them to focus on topics they have not yet mastered. Teachers learn which students need review and remediation and which student are ready to move on to more complex work. Thus, the results of the assessments help to ensure that all students are progressing in learning throughout the school cycle thereby increasing their academic achievement.
The continuous assessment process is much more than an examination of pupil achievement. It is also a powerful diagnostic tool that enables tools to understand the areas in which they are having difficulty and to concentrate their efforts in those areas. Continuous assessment also allows teachers to monitor the impact of their lessons on students’ understanding. Teachers can modify their pedagogical strategies to include the construction of remediation activities for pupils who are not working at the expected grade level and the creation of enrichment activities for student who are working at or above the expected grade level (Eze, 2012).
Hence, the continuous assessment process supports a cycle of self-evaluation and students-specific activities by both students and teachers. In order to reform nation’s educational system the Federal Government of Nigeria, in 2004, published a new National Policy on Education. One of the high points in the policy instrument was the emphasis laid on continuous assessment in the various educational levels and programmes.
The emphasis is with a view of ensuring that the final grading of pupils in the cognitive, affective and psychomotor domains of behaviours take into account, the pupils’ performances during a given period of schooling. Although continuous assessment is a worthwhile innovative exercise in Nigeria educational system, there are some problems and set-backs associated with it. The exercise is more than twenty years old now but that notwithstanding many teachers know very little about how to operate it.
Ani (2006) in Musa (2009) commenting on the problems, pointed that, the affective and psychomotor domains which are vital components of continuous assessment have no qualitative methods of testing pupils on them. Moreover, as there is no body or supervisor specifically in charge of the system. Teachers are not honest enough in scoring the pupils. At time they award marks without testing and scoring the pupils.
Another problem is the fact that continuous assessment requires facilities for its effective implementation. Studies have shown that these needed facilities are not available in our schools. According to Ipaye and Tunde (2002) the facilities and material used in classroom are supposed to be similar to these used in the Employment areas. Such facilities like film stripes, video tapped, audio taps recorders, overhead projectors and computer terminals can bring realism into the classroom. These and other problems resulted to examination malpractice characterized by the former system of education.
PROJECT TOPIC- INVESTIGATION OF THE PROBLEMS AFFECTING THE EFFECTIVE IMPLEMENTATION OF CONTINUOUS ASSESSMENT PROGRAMME IN EZEAGU LOCAL GOVERNMENT AREA
Statement of the Problem
Although the present 9:3:4 system or education emphasizes the use of continuous assessment techniques in evaluating students progress in schools this is rather ignored or considered a mere theory in some schools. It is therefore the researchers’ intention to find out those problems that are affecting the successful implementation of continuous assessment in secondary schools in Ezeagu Local Government area with a view of suggesting some possible solutions to the identified problems.
Purpose of the Study
Based on the statement of the problem, the study is aimed at investigating the following listed below.
- To examine the methods teachers use in assessing students.
- Determine the time stipulated for assessing of students.
- To find out how the teachers see the new method of assessment
- Identify the factors affecting the implementation of continuous assessment in Ezeagu local Government Area.
- Ascertain the extent teachers are involved in the implementation of continuous assessment in Ezeagu local Government Area
The Significance of the Study
Firstly, it is hoped that findings would be used in planning and organizing effective continuous assessment of students’ progress in secondary schools.
Secondly, on the part of teachers who are the actual implementers, it will furnish them with the necessary information on areas and methods their services are to be employed for effective implementation of the programme. The people of Ezeagu in general will also benefits from the findings of the study.
Finally, vocational programmes could focus attention on the improvement of those areas identified and where teachers have greatest need for improvement.
In order to concentrate on the main issues of this project, the following research question will be put and use in developing the items of the questionnaire to facilitate investigation or findings.
- What methods do teachers use in assessing students
- What time is stipulated for the assessment of students by the teachers
- How do the teachers see the new method of assessment?
- What are the factors affecting implementation of continuous assessment
- To what extent teachers are involved in the implementation of continuous assessment in Ezeagu local Government Area
Scope of the Study
The study is restricted to secondary school in Ezeagu Local Government Area of Enugu State. It is the task of this study to present the best obtainable information based on the problems affecting the implementation of continuous assessment. This study constantly involves the principals and teachers of secondary schools in Ezeagu Local Government Area. This target groups administers the continuous assessment techniques.