This study aimed to determine the challenges associated with continuous evaluation on the overall academic performance of pupils in a selection of secondary schools in Oredo Local Government Area, Edo State. Through the use of questionnaires to collect data for the study, it was determined that:
The professors offered their students ongoing evaluations.
The pupils identified the problem with continuous assessment as a lack of skilled teachers, a big class size, poorly compensated teachers, etc.
Teachers cited issues with continuous assessment, such as cheating in continuous assessment and disorganization among students.
In conclusion of this project, it can be stated that teachers provided constant evaluation to students; nonetheless, problems with continuous assessment in the school led to poor student performance. Finally, it was suggested that there was a need for qualified teachers, that teachers should be well compensated, and that the ratio of pupils to teachers should be decreased.
1.1 Background of the study
In Nigerian education, the concept of continuous assessment is still of great importance. The guidebook on continuous assessment prepared by the Federal Ministry of Education defines continuous assessment as “a way for determining what pupils have learned from learning activities in terms of knowledge, reasoning, and thinking.” Prior to the implementation of the previous 6-3-3-4 system of education, Nigeria and other West African nations utilized the conventional system of terminal examination assessment. This traditional system involves students evaluating themselves solely on their topic knowledge. This method of evaluation was inappropriate for West African nations since its graduates lacked the necessary skills and hence remained unemployed.
In addition, many West African nations that implemented the old system have been plagued by exam leaks and other forms of cheating, particularly in the West African School Certificate Examination. According to the preceding description and definition, “continuous assessment as a tool for monitoring a child’s achievement will take into consideration the cognitive, affective, and psychomotor domains of the students. As the issue of how to quantify the affective and psychomotor domains has arisen. According to Bloom (2004), the three domains are of equal importance to the total development of the learners. In continuous assessment, teachers are obliged to evaluate their students’ gained information (cognitive), attitude (affective), and psychomotor skills (psychomotor). According to Aggrey (1980), the whole education of a child included the head, the heart, and the hand.
The National Policy of Education (1999) declared that educational assessment and evaluation will be liberalized on the basis of continuous assessment in its entirety or in part. The development of individual students. There have been arguments both for and against including continuous assessment into the teaching and learning process. The purpose of this study is not to engage in these debates, but rather to investigate the problem of continuous assessment in the overall academic performance of a sample of secondary schools in Oredo Local Government Area, Edo State. However, we must acknowledge the obvious truth that continuous assessment is an integral component of the teaching and learning process and that the teacher is the key to all classroom learning prior to, during, and after evaluation. In this new method, pupils will be regularly tested throughout the year on the basis of their learning, in addition to passing a final examination. Numerous professionals have expressed their views on how to avoid certain pitfalls when using continuous assessment. According to Which and Beygs (1971), instead of a snapshot, the evaluator has a steady-state moving image. Continuous assessment is not a process that can be initiated and completed at any given time. It demands perseverance, time, consistency, and sound judgment. Otherwise, the notion could lose its purpose and goals. Therefore, the snapshot method should be abandoned in favor of the “motion picture” approach.
1.2 Statement of the issue
This chapter will examine the challenges with continuous assessment; nonetheless, it is questionable whether continuous assessment is effectively applied in schools in the Oredo Local Government Area of Edo State. Inadequate implementation of continuous assessment in several secondary schools in the Oredo Local Government Area is one of the fundamental challenges. Due to the fact that a large majority of teachers did not complete teacher education, and because teachers are not highly compensated, they are not motivated to implement continuous evaluation for their students.
The repercussions of these issues have such a negative impact on the academic performance of kids that their total academic performance suffers. These and numerous other issues need the drafting of this project in order to shed more light on the negative effects of implementing continuous evaluation in schools. In addition, it will recommend solutions to these difficulties.
1.3 Objective of the study
The purpose of this study is to identify the obstacles preventing the adoption of continuous assessment at the senior secondary school level in the Oredo Local Government Area.
The purpose of this study is to determine the number of teachers recruited to teach various topics, as well as whether adequate records of students are readily available.
The study should also examine whether teachers are sufficiently motivated to implement continuous assessment.
1.4 The study’s aims and objectives
This study was conducted to investigate the challenges associated with continuous evaluation in secondary schools in the Oredo Local Government Area of Edo State. The study’s objectives are as follows:
Determine the issue with continuous assessment in secondary schools in the Local Government Area of Oredo.
To determine how the difficulties were resolved
To propose solutions for these difficulties with constant assessment.
1.5 Investigative Questions
The research will concentrate on the following questions:
What are the issues with continuous assessment in secondary education in the Oredo Local Education Authority?
How have these issues been addressed?
In what ways has continuous evaluation assisted students in achieving academic success?
Has continual evaluation benefited the students?
1.6 Importance of the research
This study will be useful to principals, teachers, the government, parents, educational research institutes, and students of higher education institutions who are interested in determining the level of educational development and monitoring educational issues, problems, and future prospects of institutions of education at various levels. It would give educational authorities with results that could be utilized effectively and efficiently to achieve national education goals and objectives.
Principals, teachers, and students in secondary schools, as well as parents, will gain a great deal from the findings of this study. It will present principals, instructors, and students with a fresh perspective on the issue of implementing continuous assessment. It will help them understand that the successful implementation of continuous assessment requires the collaboration of the principal, instructors, students, and even parents.
1.7 Extent of the study
This study will examine the issue of continual assessment of students’ overall academic performance in the Oredo Local Government Area.
1.9 Explanation of terms
In this study, qualified teachers are individuals who hold a bachelor’s degree in education or an advanced degree in education in their respective field of knowledge.
This is a trained or subject-matter expert having at least a Nigeria Certificate in Education who teaches a specific subject.
Performance refers to the anticipated outcome of an action or act.
A person who is enrolled at a college or university, or occasionally a school.