PROJECT TOPIC-PROBLEMS AFFECTING IMPLEMENTATION OF CONTINUOUS ASSESSMENT IN TEACHING OF IGBO LITERATURE IN SECONDARY SCHOOLS IN OHAUKWU LOCAL GOVERNMENT AREA OF EBONYI STATE.

CHAPTER ONE

INTRODUCTION

Background to the Study

        At a given point in every human endavour, one takes stock, test, evaluate and assess to know how far he has achieved. According to Casme (1993), assessment is a process of gathering information for the purpose of making decision about education policy, curriculum programme and about an individual students learning. Such an assessment procedure entails decision making on learners and our educational

system in general. It also involves to large extent scores generated by the learners from continuous assessment. In trying to evaluate the meaning of continuous assessment and the problem that would be encountered in its implementation, Falayola (1986) defined it as a mechanism whereby the final grading of learners in the cognitive, affective and psychomotor domains of learning systematically takes account

of all their performance during a given period of schooling. Assessment in the cognitive domain is associated with the process of knowledge and understanding. The affective domain applies to characteristics such as attitudes, motives, interest and other personality traits. Assessment in the psychomotor domain involves assessing the learners’ ability to use his/her hands in handwriting, construction and projects.

        In line with the above, continuous assessment to some means a summative mark or score added to final examination to certify students. Some believe it to be diagnosis and formative evaluation of students learning. According to Barclay and Breheny (1994), assessment is formation in nature and serves to inform instruction, while evaluation is summative in nature and provide an in-depth picture on the

students at a specific point in time. Huba and freed (2000) view assessment as the process of gathering and discussing information from multiple and diverse sources in order to develop a deep understanding of what students know, understand, and can do with their knowledge as a result of their educational experiences; the process culminates when assessment result, are used to improve subsequent learning.

        The nature of continuous assessment came into Nigeria educational system and secondary schools in particular in 1977, as a formalizing way of evaluating and measuring students performances and with the idea that it would give educators more involvement in the overall assessment of learners and allows for diverse instructional methods (penny Cuick, 1990).

        In evaluation of continuous assessment, Ali and Kubes (1988) endorsed it as a solid evidence of learners’ achievement, attitude, motivations and aptitudes resulting from teaching and learning done. This enables evaluation of teaching methods and curriculum pointing out their relevance or lack of it to the needs, interest and ability of the learner. In the implementation of continuous assessment, there are

problems associated with teachers which includes, their skills in test construction and administration, their attitude toward the continuous assessment approach and improper record keeping which if properly implemented will make more meaningful and representation of the learners overall abilities.

        For effective implementation of continuous assessment in the classroom, Eya and Nze (1990) observed that different types of records are expected to be kept by teachers in the operation of continuous assessment which contain all the relevant information about the students, periodic report of academic achievement, report of social and physical development/activities and yearly summaries of

progress. This records helps parents and guardians to get adequate information about the students, periodic report of academic achievement, report of social and physical development/activities and yearly summaries of progress. This records helps parents and guardians to get adequate information about their child’s progress. It become imperative therefore, that in all learning, the students should be assessed before, during and after instruction for the educator to recognize development.

        Continuous assessment should be continually providing “Feedback” and “Feed forward” and has to apply its criteria systematically into teaching strategies at all levels.

PROJECT TOPIC-PROBLEMS AFFECTING IMPLEMENTATION OF CONTINUOUS ASSESSMENT IN TEACHING OF IGBO LITERATURE IN SECONDARY SCHOOLS IN OHAUKWU LOCAL GOVERNMENT AREA OF EBONYI STATE.

Statement of the Problem

        Continuous assessment is a tool to test the strength and weakness of a learner. It is very necessary for it guides both the teacher and learner on the next line of action, where to improve. That notwithstanding continuous assessment is facing a lot of challenges. The challenges of not implementing continuous assessment the way it suppose might be attributed to government expectations, selfish interest, societal influence, etc. put in a question form therefore is: What are the problems affecting the proper implementation of continuous assessment in Ohaukwu Local Government Area of Ebonyi State?

Purpose of the Study

        The general aim of this study is to investigate into the problems affecting the implementation of continuous assessment in teaching of Igbo Literature in secondary schools in Ohaukwu Local Government Area of Ebonyi State.

Specifically, this study aims at:

  1. Finding out the extent to which continuous assessment is implemented in the teaching of Igbo literature in secondary schools in Ohaukwu Local Government Area.
  2. Identifying the problems that affect the implementation of continuous assessment in the teaching of Igbo literature in our schools.
  3. Ascertain the major continuous assessment records maintained in the implementation of continuous assessment in the schools being studied.
  4. Suggesting ways of improving the implementation of continuous assessment in the teaching of Igbo literature in the schools under study.

Significance of the Study

        The result of this study shall be of great benefit to a good number of people such as parents, students, school authorities, teachers, church, mass media and home etc. it is also meant to provide such data for other researchers who may intend to do an in-depth research into the issue of continuous assessment in our school system particularly in Ebonyi State and Nigeria in general.

        To parents, the findings of this study will provide them with opportunity of knowing when their students, word or children are indeed reading word and when they are derailing and can as well work with the teachers to determine their children progress and performances in their studies.

        The result of this study shall also be of enormous benefit to secondary school students who may stand the chance of reading about the problems affecting the implementation of continuous assessment, which unequivocally a method used in evaluating their performance on a regular basis in their schools. The teachers also stand to gain, as all the teachers would love to gain an insight into the problems affecting the implementation of continuous assessment which they use to assess the students’ performance on regular basis.

        The school authorities and even the educational planners shall also gain from the findings of this study as they shall now have an in-depth idea of the problem affecting the implementation of continuous assessment as used in our school systems. Organization of sorts would gain from the report of this study. It will help them to know how to evaluate the performance of their personnels.

Scope of the Study

        This study is limited to the problems affecting the implementation of continuous assessment in the touching of Igbo literature in secondary schools in Ohaukwu Local Government Area of Ebonyi State, Nigeria.

Research Questions

        The following research questions were formulated to guide this study:

  1. To what extent does continuous assessment affect the implementation of the teaching of Igbo literature in secondary schools in Ohaukwu Local Government Area?
  2. What are the problems that affect the implementation of continuous assessment in the teaching of Igbo literature is our schools?
  3. To what extent does the use of instructional material affect continuous assessment in the teaching of Igbo Literature in our schools be improved?
  4. In what ways can the implementation of continuous assessment programme in the teaching of Igbo literature in our schools be improved?

PROJECT TOPIC-PROBLEMS AFFECTING IMPLEMENTATION OF CONTINUOUS ASSESSMENT IN TEACHING OF IGBO LITERATURE IN SECONDARY SCHOOLS IN OHAUKWU LOCAL GOVERNMENT AREA OF EBONYI STATE.

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