This research work diagnoses the impact of continuous assessment to the quality of education in primary school. This project high lights the concept of continuous assessment. It also describes its impact to the quality of education, the instrument used in gathering information was via questionnaire. The questionnaire was designed to extract information from respondents on the subject matter. Hundred (100) questionnaire was administered to get information from 100 teachers in Odeda Local Government Area, the analysis of this research work and its result were based on the research question. Simple percentage was used for the analysis of result. Based on the findings, it was recommended that, the government should encourage the through an increase in their teaching and adequate learning facilities including files and other necessary stationeries should be responded in the school.
1.1 Background of the study
According to Osunde, (2003) continuous assessment is a class room strategy implemented by teacher to ascertain the knowledge, skill, and understanding attained by pupils.
The introduction of continuous assessment in our schools is seen by many as government positive reaction to the age long criticisms against our system of education and an indication of the desire to improve the Nation’s process of assessing the product of our educational system.
According to Ughamadu, (2004) continuous assessment is relatively not a new terminology in Nigeria education, the teacher assess the performance of the pupils in relationship to their achievement in the subject taught.
The concept of continuous assessment was ushered into the Nigerian education system by the Nigerian education system by the introduction of the Obanya and Onocha (2010).
The 6-3-3-4 system of Education. This system of replaced the 6-5-2-3 system assess was usually conducted by schools and external institution for certification and placement into the next level of education.
The national policy on education has directed that pupils be evaluated and certificated parthy through the means of continuous assessment. Instrument devised for measuring the abilities and competence of pupils should measure.
The measure should reflect true performance of pupils. This study intended to evaluate the competence of teacher in construction, administration and securing of item devised for continuous assessment.
Continuous assessment, according to (Okpala and Onocha, 2001). Is also a special type of assessment which a teacher conducted in the school. Complete records give assignment and tests, grade these assignment and tests at some regular interval observed the behavior of pupils and take decisions the old system of assessment was one shot assessment the sense that examination was done only at the end of the term’s work, in some cases, pupils were net examined on what they have been used to one shot system of assessment only made use of tests, class assignments, quizzes, take home question and project were hardly used in assessing learners. This also used to be the situation even with examining bodies like (N.T.I) Nigeria Teacher Institution and (WAEC). West Africa Examination Certificate, In the old system, Only the cognitive domain was assessed that is only the intellectual ability was examined. The affecting domain, interests, altitude. Feeling, emotions, of the learners were ignored in the assessment. The old system did not also consider fully the psychomotor domain except in very few instances.
Continuous assessment is a system of assessment that takes in to account the total experience of pupils throughout suggests the continuous assessment is total and aggregated over a period of schooling. Continuous assessment as a method of ascertaining what a pupils gains from schooling in term of knowledge and character development, taking into account all his/her performance in tests, assignment and other educational activities during the entire period of an educational activities during a given period of term, year, or during the entire period of an educational level.
Finally, It is common knowledge that school enrolment has increased greatly. As a result of the development the attitude of many teacher is affected by the heavy work associated with continuous assessment, some are as to burdensome, some feel it, as an unnecessary creation of more time, some teacher short circuit tests, some conduct just a single test and simply multiply the scores some post phone giving tests, some cancel classes under the excuse that they are going to mark pupils tests, some deliberately give difficult assignment that will keep the pupils busy endlessly so that the teachers can have some time to himself.
1.2 Statement of the Problem
With the adoption of continuous assessment evaluation procedure in Nigeria schools, its impact in quality of education in primary school is very important. Thus, the problems which this project is interested in finding answers to are centered on the following.
i. What are the problem affecting continuous assessment conduct?
ii. What effect does continuous assessment has in the quality of education?
iii. What is continuous assessment instrument used to aid quality education in primary schools?
iv. Why is continuous assessment introduced?
v. How can continuous assessment be moderated aid unified across primary schools for quality education?
1.3 Purpose of the Study
The purpose of the study there fore is summarized of follows:
1. To find out the problem effecting exaction of continuous assessment in primary schools.
2. To find out are reason of establishing continuous assessment in primary schools.
3. To find out the instrument used continuous assessment to bring out quality education.
4. To work out the way continuous assessment can be moderated and unified in all primary schools.
1.4 Research Question
In order to justify the impact of continuous assessment in the quality of education in primary schools, this research seek to find answers to the following questions.
1. What are the attitude of pupils in basis school towards continuous assessment?
2. What problem are encountered by teacher in ensuring correct continuous assessment?
3. What are the perception of primary school teachers about continuous assessment ?
4. What are the benefit of continuous assessment to the primary school, educational system.
5. What types of continuous assessment instrument are being used by primary school teachers?
1.5 Significance of the Study
The result of this study is to provide basis for effective guidance (by Primary school Teacher) to modify or reinforce pupils. Attitude towards assessment practices. It is also believed that the finding of this study shall guide government on how to unify continuous assessment conduct in primary schools. Also, the finding is to provide further research in impact of continuous assessment on the quality of education in primary schools.
1.6 Scope of the Study
The scope of this study is limited to primary schools in Odeda Local Government Area and it has to established it own conceptual frame work for investigation.
1.7 Definition of the Terms
1. Continuous Assessment: according to EKWONYE (2005) and (2008) is simply means the system strategies / Techniques of giving a pupils a final mark/grade based on the work done during a course of study rather on one examination.
2. Impact: The effect or influence of event, situation etc. has on some or some thing.
3. Quality: is the standard of something when it is compare to other things.
4. Education: is a process of teaching, training and learning, especially in schools or colleges to improve knowledge and develop skill, usually start from grade to grave.