CHAPTER ONE
INTRODUCTION
Continuous assessments are used on daily basis to support the learning process.
According to Airsian (1991), assessment is the process of collecting, interpreting and
synthesizing information, to help teachers understand their pupils, plan and monitor
instruction and establish a conducive atmosphere. In Kenya, continuous assessments are used in formative evaluation. They are used to test whether not the skills and competencies have been mastered by the learners. Feedback from continuous assessments informs the teacher on the effectiveness of instruction strategy. Hassen (1998) pointed out that classroom assessment has now become the most crucial, frequent and pervasive issue in educational systems to determine; the quality of learning, what pupils know, how efficiently and what attitudes they have developed for future learning. As leaners interact with these important tools, they develop attitude towards them and mathematics. According to Allport (1935) the experiences of and individual lead to formation of mindsets which determine how the individual respond to related stimuli. The attitudes which leaners form towards continuous assessments impact positively or negatively on further acquisition of knowledge in the subject.
- Statement of the Problem
According to the Kenya national examinations report (2008); dismal results are
registered in mathematics at K.C.S.E level. This has not changed over the years. The continued poor performance in mathematics may be attributed to the students’ poor attitude towards the subject. How the learners develop a poor attitude towards the subject prompted the researchers, who teach mathematics to carry out this study. Learners encounter various forms of assessments in mathematics on daily basis. The researcher sought to find out if the dynamics of continuous assessments may be leading to the students developing a negative attitude towards the subject.
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