THE EFFECTIVENESS OF CONTINUOUS ASSESSMENT IN SCHOOL:
A CASE STUDY OF SOME SELECTED SECONDARY SCHOOLS IN OREDO LOCAL GOVERNMENT AREA OF EDO STATE
ABSTRACT
          This study was designed to determine the effectiveness of continuous assessment. The instruments used were objectives test question. Two group of students were used, the control group and the experimental group. The experimental groups were tested three times, while the control group was tested once. The data collected were analyzed using simple percentage method. Having analyzed the data the findings were as follows:
1).      Students who were continuous assessed performed better than those who are not
2).      Continuous assessment generally leads to high improvement in student’s academic performance. Based on these findings, it was recommended that qualified teachers should be sent to schools. Also proper and effective records should be kept in schools on each student’s performance. It was also recommended that a uniform mode of assessment should be adopted. It was equally suggested that, further study on the effectiveness of continuous assessment under effectiveness of continuous assessment under the present system in school should be carried out in the local government area.
 TABLE OF CONTENT
Chapter One         
Introduction
Background of the study
Research question
Purpose of study
Significance of the study
Scope of study
Limitation of the study
Definition of terms
Chapter Two        
Literature Review
Chapter Three      
Methodology
Subject       
Research instrument
Validity
Reliability
Administration
Data analysis
Chapter Four        
Result on observation and discussion of results
Chapter Five         
Summary
Conclusion and Recommendation
Suggestion for further research
Reference   
Appendix      
CHAPTER ONE
INTRODUCTION
BACKGROUND OF THE STUDY
The need to evaluate students after an effective teaching and learning process is necessary. To this end, educationist have introduced a method of evaluation known as continuous assessment, which forms an integral part of Nigerians new policy on education published in 1977 are revised in 1981, 1983, 1987 and 1989. The new policy stipulates among other things, the use of continuous assessment for students performances instead of using the orthodox single, end of course, of year, national or certificate examination. According to Nigerians policy on education (1981) the primary education will have the duration of six years, secondary education for six years which is further sub-divided into three years junior secondary school (JSS) and three years senior secondary schools (SSS) either vocational or academics. It enables students to acquire further knowledge and develop skills. The senior secondary school is for those willing to have a comprehensive with a core curriculum designed to broaden pupil’s knowledge and out look and large number of elective subjects for a choice of career. These new policy started taking effect fro 1982/1983 academic sessions.
In 1976, universal free primary education (UPE) was introduced, further more, the new policy on education popularly known as the 6-3-3-4 systems came into being. To this end most state in Nigeria desired to train teachers to be able to meet up with new challenges in education but unfortunately enough trained teachers have not been available to man the education industry. The new policy on education (6-3-3-4) system was concerned itself with qualified and dedicated teachers because of the emphasis on the use of continuous assessment.
STATEMENT OF THE PROBLEMS      
          According to the federal ministry of education (1980) handwork, continuous assessment may be viewed as a method of finding out what the pupils have gained from learning experiences in respect of knowledge, thinking, reasoning, character development etc continuous assessment is systematic, comprehensive, cumulative and guidance oriented and requires a variety of evaluation strategies to deal with all domains of learning. This new evaluation technique is thus designed to systematically cover all of the student’s performances in class test, home assignment, project, interviews and other school activities, weekly, monthly or periodically throughout their entire duration of the student’s course.
          This study is therefore aimed at answering the following questions:  
1.            What is the effectiveness of continuous assessment in student’s performances?
2.            What are the advantages of continuous assessment?
3.            What are the problems militating against the use of continuous assessment in assessing students.
PURPOSE OF THE STUDY  
          This study was designed to find out the effectiveness of continuous assessment in the evaluation of students academic performance in schools.
SIGNIFICANCE OF THE STUDY
          This study will be of great significance to the government, the ministry of education and educational policy makers as it will enable them take decision on the effectiveness of the continuous assessment method of education. Researchers and students teachers, will benefit from this work, in that it will serve as a source of relevant information concerning continuous assessment.
          This study also helps the “Layman” to understand the reason for the present inclusion of continuous assessment in the 6-3-3-4 systems.
DEFINITION OF TERMS  
Continuous assessment: This is a mechanism, whereby the final grading of students in cognitive, affective and psychomotor domain of behaviour takes account in a systematic way of all his performance during a given period of schooling.
Assessment: The terms assessment refers to the methods of measures employed to determine an individual status or behaviour or how much of a certain trait an individual possesses.
Evaluation: Is a process where in the parts of processes or outcomes of a programme are examined to see if they are satisfactory.
Cognitive domain: This is concerned mainly with the mental process by which knowledge id acquired. The cognitive domain deals with the recognition and recall of knowledge and the development of intellectual skills and abilities.
Affective domain: This has to do with values and beliefs, attitudes and appreciation, interest, social relations, emotional adjustment, habits and life style.  
Psychomotor domain: This deal with manipulative skills and body movement, example of this is writing smoothly and legibly drawing accurate maps or diagrams etc.