Knowledge and Use of Continuous Assessment among Teachers’ in Basic Schools of Nursing in Southeast Zone, Nigeria.
ABSTRACT
The assessment of learning outcome provides objective evidence necessary in the decision – making process in educational system.
This study investigated the knowledge and use of continuous assessment among teachers in basic schools of Nursing in South East zone of Nigeria.
Descriptive survey was adopted for the study. Four objectives and five hypotheses guided the study. The subjects studied were all the 194 teachers in the basic schools of Nursing who gave their informed consent.
A face and content validated structured questionnaire in 4 point likert scale format with a reliability of 0.96 was used for data collection. Data were analysed descriptively using frequencies, percentages, mean and standard deviation.
Major findings revealed that majority of the teachers have knowledge of Continuous Assessment (means score = 3.0), most teachers do not use various continuous assessment techniques in carrying out continuous assessment (means score = 2.3).
Continuous assessment data is not adequately used in decision making in most schools (mean score = 2.4), there is a significant positive relationship between knowledge and practice of continuous assessment (P < 0.05), and there is a significant difference in the practice of continuous assessment between teachers with diploma and teachers with university degree (P < 0.05).
Furthermore, there is no significant difference in the practice of continuous assessment between male and female teachers (p > 0.05),
There is a significant difference in the practice of continuous assessment as regards years of work experience (p < 0.05) but there is no significant difference in the use of continuous assessment as regards years of work experience (p > 0.05).
Based on the findings above, the researcher recommended among other things that more emphasis be placed on the knowledge of the teachers on the use of continuous assessment.
The main limitation of the study is great dearth of knowledge and literature in this area. Suggestions for further research were also highlighted.
INTRODUCTION
1.1 Background to the Study
Academic assessment is vital in teaching and learning process and it provides the necessary feedback required in order to evaluate effectively the outcome of educational efforts and objectives.
The assessment of learning outcomes provides objective evidences necessary in the decision- making process in education. As correctly pointed out in Bassavanthappa (2009), good measurement resulting in accurate data is the foundation of sound decision making.
There is little doubt among educational practitioners about the special value of educational assessment as a basic condition for effective learning and decision making.
In the classroom, assessment aims at determining the extent of students’ mastery or competence over a body of knowledge and skills in a subject (Airasian, 2006).
Assessment can be defined as the process of gathering data and fashioning them into interpretable form for decision – making. It involves collecting data with a view to making value judgement about the quality of a person, object, group or event. (Ajuonuma, 2007).
Educational assessment may generally be used for formative or summative purposes. Formative assessment (continuous assessment) is designed to help the teacher make effective teaching and learning decisions throughout the period of teaching.
It provides continuous information or feedback to the teacher as well as to the student about their relative performance in teaching and learning.
The information is then used for improving the quality of instruction (Clarance, 2009). The summative type of assessment involves an overall assessment of learning outcomes for certification, placement, promotion or decision concerning the worth of an educational programme.
REFERENCES
Addison, W.L. (2000). Longman Active Dictionary, New Edition Pearson Education Limited, Edinburgh Gate Harlow England.
Adebawalo, O. F. & Alao, K.A. (2008). Continuous Assessment Policy Implementation of Selection Local Government Area of Ondo State Nigeria.
Adeyegbe, S.O. (2003). The Importance of Continuous Assessment to Practicing Teachers. A Paper Presented at WAEC Monthly Seminar, Lagos.
Airasian, P. W. (2006). Educational Research, Competencies for Analysis and Applications. An International Handbook; New York.
Ajayi T.O. (2011). Measuring Continuous Assessment Literacy of Primary School Teachers in Ijebu Ode. Department of Educational Foundations.
Ajuonuma, J.O. (2007). Implementation of Continuous Assessment in Nigerian Universities, A Thesis Presented to the Department of Education: University of Jos.
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