Continuous Assessment Mode of Evaluation in Universal Basic Education Programme: Issues of Teacher Quality in Assessment and Record-Keeping

Abstract

This is a report of a study which investigated the approaches teachers use in carring out  Continuous Assessment evaluation at the primary and upper Basic Education Levels (i.e Primary and Junior Secondary Schools) in Nsukka Education Zone. A documentary research design was adopted in  looking into teachers’ Continuous Assessment booklets. A total of 106 (one hundred and six) primary schools, and 15 (fifteen) junior secondary schools were used. No sample was drawn since the entire population of schools in the respective levels were used in the study. Instrument used for data collection was an Interview Schedule. Results showed, amongst others, that teachers at both levels of the Basic education seriously abuse the CAM of evaluation. At the lower basic level, teachers adopt only two out of 7 common CAM of evaluation recommended by government. At the Upper Basic education, teachers adopt as many as 14 (fourteen) different CAM of evaluation. It was also discovered that each school adopted what ever CAM of evaluation that is pleasing to teachers. These have very low relationships with that recommended by Government. Some recommendations were made based on the findings.