This chapter deals with the Background of the Study, Statement of Problem, Problem of Study, Significance of the Study, Research Question, Limitation of the study and Definitions of Terms.
1.1 Background of the Study
The National Policy on Education (NPE) introduced some noble ideas at Channeling Education to the development of Nigeria’s economic, political, sociological and human resources. One of the innovative ideas in the policy is the liberalization of the Educational assessment and evaluation by using them in part or in whole on continuous assessment of the progress of the individual (Federal Republic of Nigeria F.R.N 2004)
Prior to the institution of continuous assessment procedure of evaluation, one-short. Summative evaluation was practice under this system of assessment emphasis is on decision at the end of the term or year. One short coming of this practice is that it is too late to help pupils or students improve on their learning because most of them would be going on to their classes, courses or topic. As a result, Education System (including the pupils, the teachers, the curricula and the administrators) is denied opportunity for meaning full growth. It is unwise and unnecessary to deny the educational system this essential feedback. The one-short summative evaluation has been rigorously criticized (Mkpa:1986, Igwebuike:1987, Ohuche:1988, Ekwonye:1986) Mkpa:1986 observed that it constituted a threat to learners who saw the examination as the sole determinant of their future academic and career destines. Ohuche: (1988) also pointed out that teachers could not introduce innovation both in the teaching and evaluation of their students Partly because of the “Straight Jacket” syllabuses followed by the examining bodies and partly because teachers were not meaningfully involved in the evaluative part of their job.