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EDUCATION EDUCATION UNDERGRADUATE PROJECT TOPICS

TEACHERS’ ATTITUDE AND COMPETENCY IN IMPLEMENTING CONTINUOUS ASSESSMENT IS EVALUATED

’ ATTITUDE AND COMPETENCY IN CONTINUOUS ASSESSMENT IS EVALUATED

 

CHAPTER ONE

INTRODUCTION

THE STUDY’S BACKGROUND

The history of evaluation in the Nigerian education system is difficult to trace. Perhaps its first mention was expressed in the form of an ordinance enacted in 1882, which included the following criteria for grants for teachers’ salaries. First, grant for organization and discipline, with special grants to schools that achieve high levels of academic excellence in terms of percentage of passes. Second, each subject receives a captivation pass grant.

Another ordinance was enacted in 1889, which stated in part that no grant would be made in aid of any school unless the school had achieved the required percentage of efficiency in public examination. This explains the role of student evaluation and testing in the school curriculum; evaluation was relatively simple because it occurs at the end of the school year’s program.

There was a highly selective system of evaluation practice in s. Passport into was a structured written exam followed by an oral interview. There were term and final exams, which most schools used to determine promotion.

One of the most important features of the National cy on (1981) is the inclusion of continuous assessment as an effective tool for assessing and evaluating students’ learning outcomes at various levels of our educational system. This continuous assessment is currently being implemented in s. The National cy on (1981) stipulates a six-year primary education, three-year junior secondary education, and three-year secondary education in 1982.

Tertiary education and four-year universities, each of which would be permitted to implement the federal ministry of education’s continuous assessment policy. It is distinguished by the intention to specialize students early in their future careers. Most importantly, it includes provisions for hiring dropouts. This new educational system will replace the formal one final examination system, which has served its purpose.

The formal examination system has been chastised for its flaws. It is common knowledge that many students spend the majority of the school year roaming the streets, only returning to the room a week or two before the promotion examination to do any serious work. They are uninterested in academic work because they have not prepared for such tasks.

This emphasizes why eminent scholars have argued that examination is not a true measure of one’s ability. Some students have committed suicide as a result of failing an examination. It should be noted that high-level examinations focused on the cognitive aspect of student learning while ignoring affective and psychomotor aspects. As a result, it instills in our students an examination consciousness as well as a desire for memorization and fact regurgitation, which tends to stifle their inflection thinking. These, among other factors, encourage students to cheat on exams.

As a result, it is hoped that the implementation of continuous assessment will address the examination system’s shortcomings. There are numerous tools available for determining the outcomes of learning activities. Tests, assignments, projects, observations, interviews, and questionnaires are examples of these.

The information gathered about the students will be used to aid his future use, as well as to provide information to the students’ parents, guardians, and others. Such an assessment entails the use of numerous modes of evaluation for the purpose of guiding and improving students’ learning and performance.

SUMMARY OF THE PROBLEM

The purpose of this research is to investigate teachers’ attitudes and competence in conducting continuous assessment in selected s in Delta state.

The problem of implementing continuous assessment encountered by teachers in our would be considered, as would useful suggestions from university teachers and educational administrators on how to make continuous assessment successful. The following questions, among others, would have been answered at the end of the work.

I) The factors influencing the effective implementation of continuous assessment in selected Delta State schools.

II) Whether school teachers are adequately prepared to participate actively in the state government’s continuous assessment program implementation.

III) If the state ministry of education has put in place the necessary facilities to facilitate teachers’ work in implementing the continuous assessment program.

THE STUDY’S IMPORTA

National growth is sustained by educational development. As a result, and in order to keep up with this ever-expanding industry, we require an adequate assessment method that demonstrates precisely what one wants to know about the individuals. This explains why teachers’ attitudes and competence in implementing continuous assessment are critical because they are change agents in society.

Continuous assessment is required for all teachers in Nigeria’s new educational system. This project will prepare room teachers to implement continuous assessment in their respective schools. It will direct and inform teachers on areas of children’s behavior to be assessed as well as the procedure to be followed in order to achieve this goal.

HYPOTHESIS OF RESEARCH

In the Research Project, The following hypothesis was developed to guide the researcher in this study:

I) For starters, school teachers do not use adequate test items in assessing students, resulting in poor exam performance.

II) There is no statistically significant relationship between the school evaluation system and students’ exam performance.

III) There is no statistically significant relationship between traditional testing methods and the continuous assessment technique of grading students.

THE STUDY’S OBJECTIVE

This study is based on selected s in Delta state’s Ethiope Local Government Area, with the goal of evaluating teachers’ attitudes and competence in implementing continuous assessment in s using the 6-3-3-4 educational system.

TERMS DEFINITION

To avoid misinterpretation by different individuals, the following terms are ded as used in the report.

Continuous assessment is a method of determining what a student gains from school in terms of knowledge, industry, and character development, taking into account his/her performance in tests, assignments, projects, and other educational activities over a given period of time.

Evaluation is used to determine whether certain changes in learning are occurring as well as the amount or degree of change in individual students.

Implementation: The act or process of putting some operation, plans, policies, or ideas into action.

Cognitive domain: A behavioral goal of remembering or reproducing what has been learned.

This domain is concerned with manipulative skills and body movement.

Affective domain refers to values, beliefs, attitudes, appreciation, interest, social relationships, emotional adjustment, and way of life.

The new education system in Nigeria, as outlined in the 1981 National cy on , is broken down as follows:

First, a 6-year elementary education.

Following that, three years of Junior Secondary School education.

Following that, three years of Senior Secondary School education.

Following that, four years of tertiary or postsecondary education.

Attitude: It is a learned disposition in the technique of assessing students’ total learning experience in academic, manipulative, and emotional tasks organized within the school curriculum studies and supervised by teachers.

refers to efficiency, or the ability to be skilled, knowledgeable, and effective in performing a given task. It implies the possession of specialized skills, which would contribute significantly to effective performance in specialized areas such as the teaching field.

 

 

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’ ATTITUDE AND COMPETENCY IN CONTINUOUS ASSESSMENT IS EVALUATED

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