1.0 Background to the Study
One major innovation in our educational system is the introduction of continuous assessment as an important component for evaluation. Educational assessment and evaluation will be liberalized by basing them in whole or in part on continuous assessment of the progress of the individual. In all secondary schools, continuous assessment account for 40 percent of the pupils’ performance in each subject. Most higher institutions of learning allow between 20 and 30 percent in course assessment Alex (2010).
Thus, in all institution of learning; assessment is not a new concept in education. In the United States for instance, continuous assessment is built into the teaching- learning process. In Nigeria, there are different views about the concept to the extent that some of them are misconceptions. In order to understand this concept, it is necessary to clarify these misconceptions. Continuous assessment is not continuous testing of the cognitive ability of students as practice in most of our secondary and secondary schools these days. For instance, what is practiced in many schools is continuous testing; where teachers administer test on students on weekly or monthly basis. Some schools set aside specific days in the month for what is referred to as continuous assessment scores for the term or year. The mode of interpretation does not take into consideration other factors that may affect the student and the learning process. Furthermore,