Continuous Assessment

TABLE OF CONTENTS:

INTRODUCTION………………………………………………………………..…….……...2
I-DEFINITION OF CONTINUOUS ASSESSMENT…………………..………………...…..3
II- CHARACTERISTICS OF CONTINUOUS ASSESSMENT……………………....……...3
  II-1- systematic nature of continuous assessment...…………………………….…....………4
  II-2-Comprehensive nature of continuous assessment………………………………...….….4
  II-3-Cumulative nature of continuous assessment………………………………….………..4
  II-4-Guidance-oriented nature of continuous assessment………………………...……….…4
III-RELEVANCE OF CONTINUOUS ASSESSMENT…………………………… ………..5
IV-TECHNIQUES AND TOOLS FOR CONTINUOUS ASSESSMENT………………….7
IV-1-TECHNIQUES FOR CONTINUOUS ASSESSMENT………………………..…….....7
IV-2-TOOLS FOR CONTINUOUS ASSESSMENT……………………….………………..7
V- PROBLEMS OF IMPLEMENTING CONTINUOUS ASSESSMENT IN SCHOOLS….7
CONLUSION……………………………………………………………………………......10
REFERENCES……………………………………………………………………………....11













INTRODUCTION


One of the functions of a school is the certification of the individual learner under its embrace (Idowu & Esere, 2009). To effectively carry out this role, assessment of one kind or the other is a prerequisite. Assessment is a means whereby the teacher obtains information about knowledge gains, behavioural changes and other aspects of the development of learners (Oguneye, 2002). It involves the deliberate effort of the teacher to measure the effect of the instructional process as well as the overall effect of school learning on the behaviour of students. Assessment covers all aspects of school experience both within and outside the classroom. It covers the cognitive as well as the affective and psychomotor aspects of learning. Conceptually as well as in practice, continuous assessment provides feedback to children and teachers. Such feedback provides information which is used for purposes of improving on the child’s performance or modifying the content, context and methods of teaching, as well as in making a variety of other decisions....