iii Are often a series of tests based on what has been learnt within a

Iii are often a series of tests based on what has

This preview shows page 27 - 33 out of 43 pages.

iii. Are often a series of tests based on what has been learnt within a particular period. iv. Are part of the scores used to compute the overall performance of students. In most cases, they are 40% of the final score. The final examination often carries 60%. v. Are designed and produced by the classroom teacher. Some continuous assessment tests are centrally organized for a collection of schools or for a particular state. vi. All continuous assessment tests should meet the criteria for a good test: validity, reliability, variety of tests items and procedure, etc.
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Dishonest teachers abuse CA tests by Making the test extremely cheap so that undeserving students in their school can pass; Inflating the marks of the continuous assessment tests so that undeserving students can pass the final examinations and be given certificates not worked for. Conducting few (less than appropriate) continuous assessment tests and thus making the process not a continuous or progressive one; Reducing the quality of the tests if the classes are too large for a teacher to examine thoroughly; Exposing such tests to massive examination malpractices, e.g. giving the test to favored students before-hand, inflating marks, or recording marks for continuous assessment not conducted or splitting one continuous assessment test score to four or five to represent separate continuous assessment tests; etc.
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Continuous assessment Advantages of continuous assessment: It provides useful information about the academic progress of the learner; It makes the learner to keep on working in a progressive manner; It informs the teacher about the teaching-learning effectiveness achieved; It gives a true picture of the student academic performance since it is a continuous process rather than one duration type of test which may be affected by many variables such as sickness, fatigue, stress, etc.; It makes learning an active rather than a passive process.
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Using continuous assessment to improve teaching and learning Motivation The effectiveness of efforts to help people learn depends on the learner’s activities and the achievement that results. Feedback regarding one’s effectiveness is positively associated with perceived locus of causality, proficiency and intrinsic motivation (Deci, 1980). When assessment is carried out systematically and in a purposive manner and the feedback of such is given immediately, it can go a long way in correcting any anomaly in the teaching-learning continuum.
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Corrective measures For continuous assessment tests to be credible, the teachers must be: · honest and firm; · fair and just in their assessments; · dedicated and disciplined; and · shun all acts of favoritism, corruption, and other malpractice activities.
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Problems of continuous assessment 1. Inadequacy of qualified teachers in the respective fields to cope with the large number of students in classrooms.
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