Improving Continuous Assessment Practice in Nigerian Schools

Authors

  • S. O. Bandele
  • C. S. Ayodele Guidance and Counselling Department, Faculty of Education, Ekiti State University, Ado Ekiti, Nigeria

DOI:

https://doi.org/10.14738/assrj.24.629

Keywords:

Continuous assessment, comparability, systematic, cognitive, affective and psychomotor domains

Abstract

The paper examined the improvement of continuous assessment (CA) practice in Nigerian Schools to enhance teaching and learning. CA is a holistic approach that systematically obtains information about the knowledge, interest, attitude, behavior, skills and potentials of learners. This is done at predetermined intervals to reap the benefits of CA. Teachers, parents, principals’ and Ministry of education officials commitments to its use should be revived. The practice of CA should be monitored and should provide opportunity for feedback to students, parents and stakeholders.   

 

References

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Published

2015-04-26

How to Cite

Bandele, S. O., & Ayodele, C. S. (2015). Improving Continuous Assessment Practice in Nigerian Schools. Advances in Social Sciences Research Journal, 2(4). https://doi.org/10.14738/assrj.24.629

Issue

Vol. 2 No. 4 (2015): Advances in Social Sciences Research Journal

Section

Articles

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