The Appraisal of Continuous Assessment Practices in Private and Public Secondary Schools in Lagos State
*1Obot Samuel Ntuen, 2O.O. Akanni & 3P.O. Akinsanya
Emails: ntobs4life@mail.com*1 & oakanni@unilag.edu.ng2
Abstract
In Nigerian schools, continuous assessment is mostly concentrated on cognitive achievement to the detriment of affective and psychomotor domains of learning. This research work reports the findings of the appraisal of continuous assessment practices in public and private secondary schools in Lagos, Nigeria. Adopting a survey type of descriptive research, a self-developed questionnaire was administered on one hundred and twenty (120) respondents comprising teachers, vice-principals, and principals from ten (10) randomly selected secondary schools across five educational districts in Lagos state. Data collected was analyzed using descriptive statistics to answer the research questions. Based on the analysis conducted, it was found that continuous assessment is not properly practiced in most secondary schools in Lagos state due to the poor understanding of its concept by most teachers and their attitudes towards continuous assessment practices. It is recommended that teachers should be sent on special training that involves continuous assessment since they are the main implementers, to better their understanding and perceived roles concerning continuous assessment practices, and that school managers and the Government should be consistently and effectively involved, especially in areas of finance and supervision.
Keywords
Academic Performance, Appraisal, Assessment, Continuous Assessment, Continuous Assessment Practice
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