CONTINUOUS ASSESSMENT PRACTICES IN KWARA STATE SECONDARY SCHOOLS, NIGERIA
Mary O. Esere and Adeyemi I. Idowu
Journal Title:Journal of Research in Education and Society
One of the functions of a school is the certification of the individual learner under its embrace. This qualitative study evaluates continuous assessment practices in selected Secondary Schools in Kwara State Nigeria. The sample consists of 500 stratified randomly selected teachers from ten randomly selected schools within Ilorin metropolis. Data collection was through interviews and focus group discussion which centred around the teachers' continuous assessment practices based on the four basic attributes (systematic, comprehensive, cumulative and guidance-oriented) that characterise continuous assessment. Results show that the continuous assessment practices of most of the teachers were faulty and deviated markedly from policy guidelines. It is recommended, that in-service training be organised for secondary school teachers in Nigeria, to educate them more on continuous assessment guidelines as spelt out in National Policy on Education for the attainment of the overall educational goals.