Teachers’ Perception and Implementation of Continuous Assessment Practices in Secondary Schools in Ekiti-State, Nigeria

Abstract

This study examined the practices and implementation of continuous assessment in Ekiti State Secondary Schools with special interest in Ado Local Government. The population for the study was the whole number of teachers in Ekiti State secondary school and the sample for the study was 160 secondary school teachers who were randomly selected from four secondary schools in Ado – Ekiti.  The study used qualitative and quantitative descriptive survey design to collect and analyze the data. The data were collected through the use of questionnaire. The data collected were analyzed through the use of percentages and students t-test using spss version 17. Findings of the study revealed that state of continuous assessment were found to negate the definition of the National Policy of Education which state that learners should be evaluated in the three (3) domains of educational level. It was recommended that Government should organize seminars, conference and workshop for teachers on the correct implementation of continuous assessment in Secondary Schools.

Keywords: continuous assessment, implementation cognitive, affective, psychomotor