CHAPTER ONE
INTRODUCTION
BACKGROUND OF THE STUDY
Continuous Assessment process is an important component of the National Policy on Education (FME, 2004). This system of assessment and evaluation is an innovation in the Nigerian educational system which has its genesis from the first national curriculum conference held in Ibadan in 1969. The outcome of that historic conference were published, a high powered committee consisting of educationist, university academics, civil servants, industrialist and intellectuals from various works of life was set up to study the report in depth and present recommendations based on its formulation into a New National Policy on Education (FME, 2004).
In 1977, an implementation task force was set up to prepare a blue print for the implementation of the new policy. Input into the Federal Task came from various state task forces set up for the purpose. The Federal Government White Paper on the implementation task force came out in 1979 and constitutes the basis of what is now the new National Policy on Education (FME, 2004). One of the distinct features of the new National Policy on Education is its emphasis on Continuous Assessment. According to an extract from the National Policy on Education (FME, 1998).
“Educational assessment and evaluation will be liberalized by basing them in whole or in parts on Continuous Assessment of the progress of the individual.” The clearest statement as to how the desired ‘liberalization’ was to be achieved was stated in the National Policy on Education. And the type of education that will bring about self realization, better human relationship, national consciousness and technological progress in Nigeria (FME, 2004).
The new National Policy on Education in Nigeria has directed that Continuous Assessment should be used at all educational levels for the evaluation of student achievement. This means that every teacher from primary school to university should understand and practice it. Before the implementation of Continuous Assessment, the summative system of assessment was used where students will be assessed at the end of the term without including any other form of assessment, and this form of assessment is used to evaluate students achievement for placement and promotions to upper class. Mock examination was conducted prior to WAEC examinations. This result was often used to determine those students that qualify to write the final examination (WAEC) and also to secure provisional admission into higher institution before the release of WAEC result (Ango, 2007).
Carew (12005), stated that irrespective of how well a student’s performance is during his/her years of schooling, if his/her performance in the summative type of examination is not good, he/she is considered incapable of advancing further in education. Dodo (2005) maintained that “there are even few cases of suicide from failure in final examination”. In view of the above reasons, schools and colleges adopted the Continuous Assessment system. The Federal Government of Nigeria stressed the need and importance of Continuous Assessment in relation to examination. It was stated in the National Policy on Education (FME, 1998) that there is the need for Continuous Assessment for the integration of all types of evaluations. Continuous Assessment therefore, represents a continuing awareness of the development of the pupil over a period of time and the general building of cumulative judgment. Continuous Assessment also referred to as “process evaluation” does not only measure advancement but also indicates the progress towards it. In science, especially chemistry, assessments should seek to measure the particular qualities that a curriculum or course seeks to foster in students