The Concept of Assessment in Education
Understanding the concept of Continuous Assessment makes implementation easier. To some, it means a summative 'mark' or score added to the final examination to certify students; some believe it to be a diagnostic and formative evaluation of student's learning (Ango, 1997). According to Nitko (1994), assessment is the process of gathering information for the purpose of making decisions about education policy, curriculum programmes and about individual students learning. It refers to the process of gathering relevant information. F.M.E. (1985) pointed out that Continuous Assessment is the mechanism whereby final grading of students in the cognitive, affective and psychomotor domains of behaviour systematically take account of all performance during a given period of schooling, such an assessment involves the use of a great variety of modes of evaluation for the purpose of guiding and improving the learning performances of students.
Assessment is however a means to an end, not an end in itself. It serves several purposes particularly in decision making whether at primary, secondary or tertiary level (Ijaya, 2002). Assessment refers to systematic collection of data and gives information about individual, (Okwudire, 2005). Continuous Assessment is classroom strategy implemented by teachers to ascertain knowledge, understanding and skills attained by pupils. Teachers administer assessment in a number of ways over time to allow them to observe multiple tasks and to collect information about what pupils know, understand and can do. These assessments are curriculum based tasks previously taught in class. [Lewis, 1997).