constraints in the implementation of continuous ...

JOTASE 2004

CONSTRAINTS IN THE IMPLEMENTATION OF CONTINUOUS ASSESSMENT PROGRAMMES IN SECONDARY SCHOOLS IN RIVERS STATE

Dr. N. S. Okoroma Institute of Education Rivers State University of Science and Technology Nkpolu-Oroworukwo, Port Harcourt.

Abstract An important feature of the 6-3-3-4 system of education is the emphasis on Continuous Assessment, which provides for the progressive grading of the three domains of learning. However, the observed poor implementation of the scheme in Secondary Schools has become worrisome and has necessitated this study. A literature research was conducted which showed that the following implementation constraints have combined to hinder the success of the scheme in secondary schools: Among them are lack of facilities, large student population, inadequate knowledge of teachers, dishonest practices, and lack of good record keeping culture. The paper's recommendations place emphasis on adequate funding which is a panacea for reducing other problems associated with the implementation of the Continuous Assessment Scheme in Secondary Schools in Rivers State.

Introduction The New National Policy on Education which was introduced in 1977 and revised in 1982 also brought a new method of students performance assessment known as Continuous Assessment (C. A). Prior to the emergence of this policy the assessment of students' achievement in character and learning was through the use of one-shot end-of-course final examination. The instruments used for this assessment succeeded in measuring only the cognitive or learning domain.

~The

affective (character) and psychomotor (skills) domains were hardly assessed. The use of the results of the one-shot-examinations to certify the performance of students in 'character and learning ' therefore became mislead ing.

It is for this reason that the introduction of the continuous assessment profile became popular as it is capable of assessing all the domains of learning (Ezewu , 1980; Manuwuike, 1981, and Ojerinde, 1984).

45

N.S. Okoroma

JOTASE 2004

However, and unfortunately, the implementation of the continuous assessment scheme in secondary schools in Rivers State has been poor. The interest of this paper therefore, is to find out through literature review the problems associated with the effective implementation of the Continuous Assessment Programme in Rivers State. Subsequently, recommendations on improvement will be made.

Statement of the Problem

One of the features of the 6-3-3-4 system of education is the emphasis on continuous assessment, which progressively grades the cognitive, affective, and psychomotor domains of learning. Continuous Assessment does not rely on oneshot examination in determining the overall performance of students.

The

National Policy on Education (2002) provides that "educational assessment and evaluation will be liberalized by basing them in whole or in part on continuous assessment of the progress of the individual".

However, studies carried out by a number of researchers including Nwajiobi (1988) show that the implementation of the continuous assessment scheme is poor and does not achieve its objectives in schools.

\

The methods used in determining continuous assessment to adequately evaluate the cognitive, psychomotor, and affective domains of learning are often not reliable. Consequently, continuous assessment scores do not often represent the true performance of students. Oftentimes , this sad situation is caused by lack of the necessary facilities and commitment to implement the C.A Scheme.

The

paper intends to identify the problems associated with the implementation of the continuous assessment programme in Secondary Schools and to make recommendations for better implementation efforts.

.1

Research Questions The study was guided by the following research questions:

1.

What problems hinder the effective implementation of the C.A Scheme in Secondary Schools?

2.

Are the necessary facilities for the effective implementation of the C.A Scheme available in schools? What measures can be taken to enhance the implementation of the C.A Scheme in Secondary Schools?

46

I Constraints in tfie implementation. ofContinuous;4.ssessment Programmes in SecondarySchoo!in 'Rivers Stat e :

~

The Genesis of Continuous Assessment

The National Policy on Education (1977) provided for and laid emphasis on Continuous Assessment. Subsequent editions of the policy have maintained this emphasis. Some of the provisions of the policy include: 1.

That the general aim of C.A is to liberalize the method of educational assessment and evaluation of students' progress.

2.

That in primary schools, progress along the educational cycle will be based on continuous over-all guidance-oriented assessment by teachers and head teachers.

."' . 3.

That in the secondary school, G.A should be incorporated into the common entrance examination for admission, and also used for certifying Junior ,

-

Secondary School (JSS) students. 4.

That the Universities and other higher educational institutions should build in G.A. procedures into their assessment programmes.

5.

That G.A based on a variety of evaluation techniques be henceforth adopted and national academic and examination standards be established.

Some Goals of the Continuous Assessment Policy The following are some of the goals of the C.A policy;

1.

To keep pupils/students and teachers busy through their learning and teaching activities in schools.

2.

To reduce the pressure and tension caused by one single final examination at the end of the term.

3.

To reduce the incidence of examination malpractice.

4.

To enable teachers to know exactly if learning has occurred and how much of it has been internalize.

5.

To provide a basis for more effective guidance of the child.

Reasons for the C.A Policy The follow are among the reasons that engendered the C.A. Policy 1. An assessment procedure which takes into account the

learner's

performance throughout the entire period of schooling is likely to be more valid and more indicative of the learner's overall ability than a single examination. 2.

An important aspect of instruction is the appropriate guidance of the learner both in his or her learning and preparation for a career.

A continuous

assessment procedure facilitates such guidance functions in school. 47

JOTASE 2004

3.

N.S.Okoroma

It is reasonable that the teacher should be involved in the final assessment of the pupils/students he has taught.

The old method whereby the final

assessment of the learner was carried out through a single examination set by an external body denied the teacher of the opportunity to participate in the final assessment of his pupils or students.

The Concept of Continuous Assessment.

Tariah (2004) refers to C.A as the method of finding out what the pupil/student has gained from learning activities in terms of knowledge , thinking, reasoning, character development,

and industry using various

tools

such as tests,

assignments, projects, observations, interviews, etcetera. Farrant (1980) defines C.Aas: A way of recording pupils progress without using examinations, by carefully keeping assessments of the child 's work throughout his course, building up gradually over prolonged and representative period, the child 's profile of performance.

In the view of Hoste and Bloomfield (1975) C.A is: The systematic collection of marks or grades over a period of time and their aggregation into a final grade using a wide variety of assessment procedures appropriate for each subject.

, Ipaye (1982) has proffered a definition of some examination Boards in Britain which define C.A as a process which:

Deliberately allows for periodic assessment throughout the course and takes into account progress towards the goal; ..the building up of a cumulative judgement about the performance of each individual; .. .a continual updating of teachers' judgements about their pupils. According to Nwajiobi (1988) Continuous Assessment can be defined as: : An objective, comprehensive and developmental method of \ continually monitoring, assessing, recording and using the quantity < and quality of individual's performance or achievement over a given period of time, in terms of cognitive, affective and psychomotor skills development, and using the same for the improvement of the individual, his certification, placement and promotions, as well as improvement on curricula content and strategies. Yoloye (1980) opines that C.A implies:

48

Constraints in the implementation ofContinuousfl ssessment Programmes inSecorl£fary Scliootin (j{jvers State

(a)

That a variety of opportunities for assessing pupils ' performance and progress be provided i'n schools; that such opportunities should not be in the area of academic achievement only but should as well cover both affective and psychomotor areas;

(b)

That records of ,such performance should be systematically and faithfully kept;

(c)

That the classroom teacher must take the major responsibility for carrying out assessment in a continual manner, and

(d)

That the school counsellor should play an important role in keeping, U~ing and mainta ining and up-dating the records.

..

c

In summary Yoloye (1980) asserts thus: I see Continuous Assessment as an objective comprehensive and developmental method of contin ually monitoJing, assessing, recording and using the quantity and quality of individual's performance or achievement over a given period of time , in terms of cognitive, affective, and psychomotor skills development, and using the same for the impro vement of the individual, his certification, placement and promotions, as well as improvement on curricula content and strategies.

. (.. ,Characteristics of Continuous Assessment The following characteristics are common to the C.A Scheme. , .r

1.

-

Continuous, Progressive and Cumulative: It is made at specified interval

and carr ied out over the entire period of interest as the individual learns, feels and acts or grows in a defined direction. Data is continually collected and added unto subsequent ones in defined ratio over the period of time . Continuous Assessment observes the forward (or backward) progress trends in development or performance of the individual. It records observation and .allows information to add on from the past to the present as it allows such information to accumul ate for use over time .

2.

Systematic: It carefully and regularly monitors and keeps record of

progress in specified areas over a given time . It uses a regular and predetermined ratio to arrive at a decision on a statement of progress or no . progress in performance. It uses regular intervals of time to collect data for defin ing the performance level in achiev ing expected desirable objectives.

49

JOII\SE 2004-

3.

Comprehensive: It monitors all aspects of expected

perform:~~~~;~:~:

the cognitive (knowledge), the affective (feeling and attitudes) and the /~~£?-d:P£?.d7/~..6?--¢~PY.& .s~

..d?/".&.-9-$

..b

~.d9~~_ ~_

..s-dr.rb-..s-

='~

individual's performance. Continuous Assessment uses all available forms

of observation and monitoring techniques: class tests, assignments, term ,

-

paper,

project,

interviews,

=

examination,

cumulative

and

bahaviour anecdotal

ratings, records,

socimetric to

scales,

determine

the

performance and progress level of achieving stated objectives.

= 4.

Valid: The G.A Scheme involves the use of many techniques and samples many areas of expected behaviours, skills or performance over a long period of time, so that any definition of an individual made is a more accurate definition of the person .

. 5.

Reliable: It is reliable because the result of any accurate observation of behaviour through many observation techniques and by sampling many expected areas of performance over an extended period of time, is more , likely to give a more consistent, regular and representative progress and performance state of the behaviour.

6.

Diagnostic: A G.A. Scheme monitors and reports performance or progress as well as no performance or no progress in terms of defined areas of expected achievement.

It isolates assets (strengths and successful

performance); as well as liabilities (difficulties, failures and weaknesses) in expected areas of performance (cognitive, affective and psychomotor).

7.

Prognostic: The G.A. diagnostic data in the hands of a skilled teacher, head teacher or counsellor, enables him to predict the future state of performance or progress in specified areas of performance or skills development.

8.

Formative and Guidance-Oriented: A C.A. Scheme provides feedback on identified

strengths .and weaknesses ; it encourages

reinforcement,

improvement, remediation, and changes in methods, strategies and techniques of attack used for better performance results . 50

Const raints in tlie implementation ofContinuous }lssessment Q")rogrammes in Secondary Scnoo{in (~ivers Stat e

9.

Developmental: Related to the formative , guidance-oriented nature of C.A is the developmental nature, by which the knowledge of the individual 's progress or no progress on continual and regular basis, enables him to make necessary adjustments in relevant area of expected performance on time.

10.

Summative:

Continuous Assessment provides feedback reports from

diagnosis and prognosis and is used for the final decision-making, problem solving or generalization about the individual's progress or performance. It systematically contributes in a continual and cumulative manner by ratio, to the final description of the individual's performance or achievement in terms of certification, promotion and placement Nwajiobi (1988 :155) and Tariah (2004:4).

Implementation Constraints

Most educational policies in Nigeria have often suffered at the implementation stage.

The same thing is true of the Continuous Assessment Scheme.

Its

implementation has been faced with many challenges and constraints . Turton (1988) and Tariah (2004) have highlighted some of the constraints that have hindered the effective implementation of the C.A. Scheme in schools .

I

t

include:

(i)

They