Background to the Study
Continuous assessment (C.A) is considered to be a systematic determinant of the extent of students’ progres. According to Okoro (2002), continuous assessment is a system of evaluating in which students are given a large number of tests at regular intervals rather than a single final examination at the end of the subject. Continuous assessment is very important in all educational level in Nigeria.
According to Inyong (2002) continuous assessment are the pivot on which the wheel of teaching and learning process rotates. As cited by Inyang (2004) the use of continuous assessment is the most significant aspect of influence for student’s effective performance. According to Bayo (2005) the availability of continuous assessment in learning process has the potency for motivating and focusing learner’s attention on the lesson being presented.
According to Obi (2003), a good continuous assessment can make the following contributions, promote the development of ready skills and encourage long term habits through reading, listening and e.t.c those learning habits from the key to continuous success in school and to the personal encouragement of leisure this throughout line. Assessment is not merely testing according to (Osokoya, 2006), it is a process through which the quality of an individual work or performance is judged. In relation to school setting, Greaney (2001) defines assessment as any procedure or activity that is designed to collect information about the knowledge, attitude, or skills of the learner or group of learners in the context of education. Assessment can be defined as a predetermined process through which the quality of a student’s performance in the three domains of educational objectives (cognitive, affective, and psychomotor) is judged. Assessment of students learning of curriculum contents in the area of knowledge, skills, and values is a major pre-occupation of many educational reforms. This is because results from such assessment not only provide feedbacks regarding the educational progress of students but remain the authentic yardstick for gaining the effectiveness of the teacher, the quality of instruction and in part the functionality of any curriculum reform. Continuous assessment as an assessment carried out in an ongoing process. According to (Mwebaza, 2010) it is an objective judgment considered an important part of structured assessment purposely designed and administered to enable the teacher to evaluate some aspect of a students learning of a specific time.
Continuous assessment is defined as a mechanism whereby the final grading of students in the cognitive, affective and psychomotor domains of behaviour takes account in a systematic way, of all his performances during a given period of schooling. Such an assessment involves a great variety of modes of evaluation for the purpose of guiding and improving the learning and performance of the student (Nigeria, Federal Ministry of Education). Continuous assessment is an ongoing diagnostic and school based process that uses a variety of assessment tool to measure learner’s performance according to (Zambia Ministry of Education, 2007).
Statement of the Problem
Today most secondary school student are performing woefully in the school due to the lack of adequate evaluation on the subject matter being taught in the class room, many teacher have failed in their duties to assess the student after the completion of topic or syllabus in other to know the areas the students are lacking behind or if likely that the students are going alongside with the teacher.
The academic performance of student in senior secondary school in both continuous assessments and terminal examination depends on many factors such as the teachers, the teaching method, learning environment, inadequate equipment, Low job motivation and examination centered evaluation.
Quality education is evidenced by the performance of schools in examination. Teachers of accounting have the sole responsibility of making sure that they teach the student towards high academic performance and achievement in the performance of student in end of term examination. The poor performance in examination as been a major educational concern for the state government, ministry of education, parent and the subject teachers.
It has been observed from the interaction of the researcher with some of the principles and record officers in the public secondary schools in Ado Local Government Area of Ekiti State that the performance of student in Continuous Assessment is always high while the performance is poor or low in examinations.
This research work is therefore designed to investigate the relationship between continuous assessments and students performance in accounting in Ado Ekiti. This study will examine the problem encountered by teachers for the execution of continuous assessments in our secondary schools and the useful suggestions to relevant authorities.
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