Emaeyak E. Ekong Ph.D, Roseline E. D. Ekim Ph.D & Anthony I. Ekpeyong
THE PRACTICE OF CONTINUOUS ASSESSMENT IN SECONDARY SCHOOLS: CRITICAL ASSESSMENT OF SCHOOLS IN UYO LOCAL GOVERNMENT AREA OF AKWA IBOM STATE
The study is a critical assessment of how continuous assessment is carried out in teachers' cognitive, affective and psychomotor domains of learning in public secondary schools in Uyo Local Government of Akwa Ibom State. The study adopted a descriptive survey research design. The sample size of 120 teachers was drawn from the fourteen public secondary schools in Uyo Educational Committee using simple random sampling technique. The researcher randomly selected eight (8) public secondary schools in the Uyo Local Educational Committee, and 15 teachers were also randomly selected in each school. A self-structured “Teacher’s Techniques of Continuous Assessment Questionnaire” (TTCAQ) was used to capture data. It had an overall reliability coefficient of .88, measuring the internal consistency of all the items in the instrument. Based on the study's findings, some recommendations were made, among which is that head teachers of post-primary schools and Education monitoring teams should place more emphasis and ensure that secondary school teachers adequately cover the three behavioural domains of learning in their continuous assessment in public secondary schools.
Emaeyak E. Ekong Ph.D, Roseline E. D. Ekim Ph.D & Anthony I. Ekpeyong
THE PRACTICE OF CONTINUOUS ASSESSMENT IN SECONDARY SCHOOLS: CRITICAL ASSESSMENT OF SCHOOLS IN UYO LOCAL GOVERNMENT AREA OF AKWA IBOM STATE
The study is a critical assessment of how continuous assessment is carried out in teachers' cognitive, affective and psychomotor domains of learning in public secondary schools in Uyo Local Government of Akwa Ibom State. The study adopted a descriptive survey research design. The sample size of 120 teachers was drawn from the fourteen public secondary schools in Uyo Educational Committee using simple random sampling technique. The researcher randomly selected eight (8) public secondary schools in the Uyo Local Educational Committee, and 15 teachers were also randomly selected in each school. A self-structured “Teacher’s Techniques of Continuous Assessment Questionnaire” (TTCAQ) was used to capture data. It had an overall reliability coefficient of .88, measuring the internal consistency of all the items in the instrument. Based on the study's findings, some recommendations were made, among which is that head teachers of post-primary schools and Education monitoring teams should place more emphasis and ensure that secondary school teachers adequately cover the three behavioural domains of learning in their continuous assessment in public secondary schools.