THE ROLE OF CONTINUOUS ASSESSMENT IN TEACHING AND LEARNING OF ECONOMICS IN ENUGU SOUTH L.G.A OF ENUGU STATE
ABSTRACT
The study intend to determine if the role of continuous assessment are effective or ineffective and the problems hindering continuous assessment in economics with prospect in the nearest future. The research will work towards introducing the topic and the case study, i.e. as the study advance aims, objective significance of the study will follow. Added to this literature review, will be extensively examine by measuring the degree of performance of students using CA through the work of previous authors. In chapter three, the research team will describe the research methods to be use, the population, the sampling procedure instrument use, the data gathering and data analytical procedure in order to collect information relevant to the topic. Data will be presented and analyzed the information gathered i.e. the findings that could be obtained. The project will be finally closed by summarizing the text, making possible conclusions, provide suggestions and recommendations base on the findings.
CHAPTER ONE
INTRODUCTION
- BACKGROUND OF THE STUDY
Prior to the introduction of western education in Nigeria, education was mostly informal closely linked to this oral and informal approach was a system of assessment which was based on careful observation. However, with the arrival of western education in Nigeria, two methods of assessments namely: internal and external assessments.
The former was the type of examination or test conducted at the end of every schools term and sometime, every two weeks during the school year. It evaluate the students performance during the conducted, it is generally the result of the end of the sessions examination that is used for valuable judgment on the students performance.
This is also known as the end of the terms examination, this form of assessment is still carried out today in our economics with modification it include “The continuous assessment system”.
The later type of examination which operates in our school system is called the external examinations. It is conducted by external bodies order than those in the (teachers). It is external because no input was made by them in the learning process of the students directly in form of the teaching examples abound today that is junior NECO examination, the abolished common entrance examination and the junior secondary school examination conducted by the state ministry of education for the JS III Students.
These forms of evaluations had its limitation which grossly affected the child’s learning and comprehension process. The system tool recognition of the cognitive domain of learning while neglecting the other two-affective and psychomotor domain. It also had no feed back mechanism that reported on the student’s area of weaknesses. More so, it gave scanty information inform of terminal reports sheets to parents which does not really portray the child’s overall performance and it usually lead to examination malpractice as strong emphasis are laid on the passing to promote.
In view of the above unhealthy and incomplete methods of evaluation and its attendant disadvantages. It became therefore, imperatively necessary to change the practice to one comprehensive, which will tele-guide student’s performances and report back for necessary adjustment during their school year beginning from the formative year, that is entrance into primary down to the end of their school years. One that will take into primary down to end of their school years.
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