Intern
ati
o
n
a
l
Jo
urn
a
l
o
f
E
v
al
ua
ti
o
n
and
Rese
arch in
Education (I
JE
RE)
Vol
.
4,
N
o
.
4
,
D
ecem
b
er 20
1
5
, pp
. 21
5~
22
0
I
S
SN
: 225
2-8
8
2
2
2
15
Jo
urn
a
l
h
o
me
pa
ge
: h
ttp
://iaesjo
u
r
na
l.com/
o
n
lin
e/ind
e
x.ph
p
/
IJERE
Evaluation of Continuous
Assessment Practice by
University Lecturers
Patrick
U. O
s
adebe
Departm
e
nt o
f
G
u
idanc
e
and Cou
n
selling
,
Facu
lt
y of Edu
c
a
tion,
D
e
lt
a Sta
t
e
Univer
sit
y
, Abrak
a
,
Ni
geria
Article Info
A
B
STRAC
T
Article histo
r
y:
Received Apr 15, 2015
Rev
i
sed
Au
g
25
, 20
15
Accepted Oct 26, 2015
The stud
y
evalu
a
ted
the ex
tent to wh
ich Con
tin
uous Assessmen
t
(CA) was
pract
iced b
y
un
i
v
ers
i
t
y
le
ctur
ers
in Delta S
t
ate
Univers
i
t
y
, Abra
ka, Niger
i
a
.
The evaluation of continuous assessmen
t focused on the cognitive, affective
and ps
y
c
homotor domains of
students’
b
e
ha
vi
o
u
r
.
T
h
a
t
i
s
t
e
a
c
h
i
n
g a
n
d
learn
i
ng should focus on these
areas. Tw
o research questions were raised
,
and two h
y
poth
e
ses were tested to
achieve th
e purpose of the stud
y
.
A
sample of 200
lecturers was
rando
mly
selected using
simple random
sampling and stratifies
random
sampling tech
niques. A 5-point scaled
questionnaire w
a
s used as an in
strument
to collect d
a
ta. Th
e validity
of
the
instrument was determined
thro
ugh expe
rt
judg
ement and facto
r
analy
s
is.
Thus
the ins
t
ru
m
e
nt has
face a
nd cons
tructs
va
lidit
ies
.
Th
e rel
i
a
bili
t
y
of the
instrument was establish
e
d thro
ugh Cronb
ach A
l
pha. A r
e
liab
ility
coefficient
of 0.86 was obtained as
a measur
e of inte
rna
l
con
s
is
tenc
y.
The d
a
t
a
col
l
e
c
ted
were ana
l
yz
ed.
The res
e
arch qu
es
tions
were ans
w
ered with the
us
e of m
ean.
The h
y
poth
e
ses
were t
e
sted wi
th
Z-test
at
.05
lev
e
l of sign
ific
anc
e
.
The r
e
sult
of eva
l
uat
i
on re
veal
ed th
at
the
exten
t
to which
university
lectur
ers practice
continuous assessm
ent with e
m
phasis on
the cognitiv
e, af
fect
ive an
d
ps
y
c
homotor domains of stud
ents’
behaviour
was low. There was no
significant d
i
ffer
e
nce betw
een m
a
le and
f
e
male as well
as junior
and senior
lecturers on the
practice of
continuous a
ssessment in the un
iver
sity
. It was
noted th
at ther
e should b
e
a continuous
an
d effectiv
e mo
nitoring o
f
continuous assessment
practice
b
y
the
univ
e
rsity
lectur
ers.
Keyword:
C
ont
i
n
u
ous
A
s
sessm
ent
Ev
alu
a
tion
Practice
Copyright ©
201
5 Institut
e
o
f
Ad
vanced
Engin
eer
ing and S
c
i
e
nce.
All rights re
se
rve
d
.
Co
rresp
ond
i
ng
Autho
r
:
Patrick
U.
Osad
eb
e,
Depa
rtem
ent of Gui
d
ance
and Conselling,
Facu
lty of Ed
ucatio
n
,
Delta State Un
iv
ersity,
P.
O.
Box
88
Ob
iaru
ku
,
Delta State,
Nige
ria.
Em
a
il: d
r
o
s
ad
eb
eu
zo@g
m
a
il.
co
m
1.
INTRODUCTION
Fede
ral
G
ove
rnm
e
nt
of
Ni
geri
a (
F
G
N
)
decl
are
d
C
o
nt
i
n
u
o
u
s
Asse
ss
m
e
nt
(C
A)
f
o
r
pri
m
ary
,
secon
d
a
ry and
tertiary sch
o
o
l
s in
19
79
in
its
Natio
n
a
l Po
licy o
n
Edu
catio
n. It was m
a
in
tain
ed
th
at C
o
n
t
i
n
uou
s
Assessm
ent (CA) s
h
oul
d
be
practice by
teachers at all leve
ls of educa
tion [1]-[3]. T
h
e Federal Government
poi
nt
ed
o
u
t
t
h
a
t
C
.
A
wo
ul
d ac
hi
eve t
h
e
fol
l
o
wi
n
g
;
(a)
gi
ve t
h
e t
eac
he
r
great
er
i
n
vol
vem
e
nt
i
n
t
h
e
ove
ral
l
assess
m
e
nt
of
hi
s
o
r
her
p
u
p
i
l
s
,
(b
)
p
r
ov
id
e a m
o
re v
a
lid
assessmen
t of t
h
e ch
ild’s
o
v
e
rall ab
ility an
d p
e
rform
a
n
ce,
(c)
en
ab
le teach
e
rs to
b
e
m
o
r
e
f
l
ex
ib
le an
d innov
ativ
e in th
eir in
stru
ctio
n,
(d
)
p
r
ov
id
e a b
a
sis fo
r m
o
re effectiv
e gu
id
an
ce
of th
e ch
ild,
(e)
pr
o
v
i
d
e a
basi
s
f
o
r t
h
e t
eac
her
t
o
i
m
pl
ore
hi
s
or
he
r i
n
st
ruct
i
onal
m
e
t
h
o
d
s,
and
(f
)
reduce e
x
am
ination m
a
lpractices [4].
Evaluation Warning : The document was created with Spire.PDF for Python.
I
S
SN
:
2
252
-88
22
IJERE
Vol. 4, No. 4,
Decem
ber 2015 :
215 –
220
21
6
Th
is
h
a
s also
been
stated b
y
O
s
adeb
e (2
015)
[5
]. Sim
ilar
l
y
,
it w
a
s po
in
ted ou
t th
at:
Th
e un
i
v
ersities an
d
o
t
h
e
r i
n
stitu
tio
n
s
of h
i
gh
er learn
i
ng
will also
b
e
requ
ired
t
o
reconside
r
the
practice wh
e
r
eby
exam
i
n
at
ion
per
f
o
r
m
a
nce i
n
a lim
i
t
e
d num
ber of
pape
rs
det
e
rm
ines t
h
e
gra
d
i
n
g
of
g
r
ad
uat
e
s
an
d t
o
ex
pl
or
e way
s
of
i
n
t
r
od
uci
n
g
a
n
el
em
ent
of c
o
n
t
i
nuo
us
eval
uat
i
on
(FM
E
ST,
p
.
2
)
.
Th
is sup
p
o
r
ted th
e in
t
r
odu
ction
o
f
con
tinu
ous
assessm
en
t in th
e
u
n
i
v
e
rsities in
Nig
e
ria.
Howe
ver, cont
inuous assess
ment was introduce
d
becaus
e
of the
proble
m
s
associated with si
ngl
e
assessm
en
t cal
led
ex
am
in
atio
n
.
Th
e si
n
g
l
e
assessm
en
t o
n
l
y fo
cu
sed
on
t
h
e co
gn
itiv
e
beh
a
v
i
o
u
r
o
f
stu
d
e
n
t
s
th
at is th
e studen
t
s’ i
n
tellectu
a
l ab
ility (ab
ility to
th
in
k
and reaso
n
). Th
e
o
t
h
e
r asp
ects of b
e
h
a
v
i
ou
r
such
as
affect
i
v
e a
nd
p
s
y
c
hom
ot
or
we
re n
o
t
co
nsi
d
e
r
ed. T
h
e n
eed t
o
co
nsi
d
er al
l
t
h
e d
o
m
a
i
n
s of
beha
vi
o
u
r
b
r
o
u
ght
i
n
th
e lectu
r
i
n
g of con
tin
uou
s i
n
th
e un
iv
ersity.
Ev
alu
a
tion
wou
l
d
h
e
lp to deter
m
in
e wh
eth
e
r or
n
o
t
lectu
r
ers are fully p
r
acticin
g con
tin
uous
assessm
en
t in
lin
e with
th
e Natio
n
a
l Po
licy o
n
Edu
cation
and
th
e Federal Min
i
stry
o
f
Ed
u
cation
Scien
ce
Tech
nol
ogy
(
1
98
5
)
rec
o
m
m
e
ndat
i
o
ns
on c
ont
i
n
u
o
u
s
asse
ssm
ent
.
It
recom
m
e
nds t
h
at
t
h
e pract
i
ce
of C
A
sh
ou
l
d
fo
cus on
th
e cog
n
itive, affectiv
e and
psycho
m
o
to
r o
f
st
u
d
e
n
t
s’ beh
a
v
i
o
u
r
d
u
ring
and
after teach
i
ng
and learning [4].
Wh
en
gov
ernmen
t in
tro
d
u
c
ed
con
tin
uou
s assessm
en
t in
t
h
e un
iv
ersity, it ex
p
ected
h
i
gh
practice b
y
t
h
e
uni
versi
t
y
l
ect
urers
.
Ho
w
e
ver
,
t
h
i
s
co
ul
d
be
veri
fi
ed
t
h
r
o
ug
h e
v
al
ua
t
i
on as
i
n
t
h
e
case o
f
t
h
i
s
st
udy
.
Eval
uat
i
o
n
wo
ul
d
hel
p
t
o
det
e
rm
i
n
e whet
he
r o
r
n
o
t
l
ect
u
r
ers are
f
u
l
l
y
pract
i
c
i
ng c
ont
i
n
u
o
u
s asses
s
m
e
nt
i
n
lin
e with
t
h
e
Natio
n
a
l Po
licy o
n
Ed
u
cation
an
d th
e
Fed
e
ral
Min
i
stry o
f
Edu
catio
n Scien
c
e Techno
log
y
(1
985
)
recom
m
endat
i
ons
o
n
C
ont
i
n
uo
us
Asses
s
m
e
nt
. It
rec
o
m
m
e
nds t
h
at
t
h
e pract
i
ce
of
C
ont
i
n
u
ous
As
sessm
ent
sh
ou
l
d
fo
cus on
th
e cog
n
itive, affectiv
e and
psycho
m
o
to
r o
f
st
u
d
e
n
t
s’ beh
a
v
i
o
u
r
d
u
ring
and
after teach
i
ng
and l
e
a
r
ni
ng
. T
h
e ext
e
nt
o
f
p
r
act
i
ce coul
d
be
hi
g
h
o
r
l
o
w. T
h
i
s
co
ul
d
be
ve
ri
fi
ed t
h
r
o
u
g
h
eval
uat
i
o
n as i
n
case
of
t
h
i
s
st
udy
[4
]
.
The st
u
d
y
f
o
cu
sed o
n
t
h
e e
v
al
uat
i
on
of c
o
nt
i
n
u
o
u
s p
r
act
i
ce by
uni
versi
t
y
l
ect
urers
.
It
wa
s base
d
o
n
ev
alu
a
tion
th
eo
ry of go
al attain
m
e
n
t
m
o
d
e
l
.
Th
e m
o
d
e
l determin
es th
e ex
ten
t
to
wh
ich
obj
ectiv
es of a g
i
v
e
n
pr
o
g
ram
m
e was achi
e
ve
d. T
h
us, t
h
e
o
b
je
ct
i
v
e of C
ont
i
n
u
o
us Assessm
ent (CA)
was to e
n
sure t
h
at the practice
b
y
un
iv
ersity lectu
r
ers co
v
e
rs th
e co
gn
itiv
e,
affec
tiv
e and
psych
o
m
o
t
o
r
domain
s
o
f
stud
en
ts’
b
e
h
a
v
i
o
u
r.
Th
erefo
r
e, t
h
e
u
s
e of
g
o
a
l attain
m
e
n
t
m
o
d
e
l in
th
e stud
y,
h
e
lp
ed
to
d
e
termin
e th
e ex
tent to
wh
ich
continuous ass
e
ssm
ent object
ives were
ac
hi
eved
by the practice of uni
ve
rsity
lecturers. It has been
pointed
out
t
h
at
co
nt
i
n
uo
us asses
s
m
e
nt
i
s
t
h
e fre
que
nt
use
of
val
i
d
and
rel
i
a
bl
e i
n
st
rum
e
nt
s or t
echni
que
s suc
h
a t
e
st
,
obs
er
vat
i
o
n
q
u
e
st
i
o
n
n
ai
re,
i
n
t
e
rvi
e
w, c
h
ec
kl
i
s
t
,
am
ong
ot
h
e
rs t
o
o
b
t
a
i
n
i
n
fo
rm
ati
on a
b
o
u
t
st
u
d
e
n
t
s
be
h
a
vi
o
u
r
u
pon
wh
ich
ju
dg
m
e
n
t
is mad
e
[6
]. It
d
e
term
in
es stu
d
e
n
t
s’ b
e
h
a
vio
r
i
n
th
e cog
n
itiv
e, affect
iv
e and
psy
c
h
o
m
o
t
o
r
dom
ai
ns. Ge
neral
l
y
, t
h
e f
o
cus o
f
assess
m
e
nt
i
s
t
o
anal
y
ze i
n
form
at
i
on
pr
ovi
de
d by
t
e
st
,
i
n
t
e
rvi
e
w,
obs
ervat
i
o
n, c
h
ec
k-l
i
s
t
q
u
est
i
o
n
n
ai
re, i
n
t
e
rvi
e
w am
ong ot
he
rs, a
nd t
o
c
o
m
b
i
n
e t
h
e i
n
f
o
r
m
at
i
on t
o
m
a
ke com
p
l
e
x and i
m
port
a
nt
ju
d
g
m
e
nt
abo
u
t
i
ndi
vi
d
u
al
s
[5]
,
[7]
-
[
9]
. C
o
nt
i
n
u
o
u
s asses
s
m
e
nt
i
s
focus
e
d o
n
th
ree do
m
a
in
s
o
f
b
e
h
a
v
i
ou
r. Th
ese
i
n
clud
e co
gn
itiv
e, affectiv
e
and
p
s
ych
o
m
o
t
o
r
.
Th
is
will h
e
lp to
d
e
term
in
e stu
d
e
n
t
s’b
e
h
a
vio
u
r afte
r lect
u
r
i
n
g and
learn
i
ng
.
It
was also
h
e
lp
t
o
provide fee
dback and im
provem
e
nt
in teaching and learni
ng [5],[9],[10].
Conti
n
uous asses
s
ment is
sy
st
em
ati
c
, co
m
p
rehensi
v
e
c
u
m
u
l
a
t
i
v
e and
gui
dance
o
r
i
e
n
t
ed [
4
]
,
[
5
]
.
The
uni
versity lecturers
are
expecte
d
to le
cture th
ei
r stud
en
ts and
assess th
em
co
n
tinu
o
u
s
ly, after
teaching and l
earni
ng i
n
the
areas of
c
o
gnitive, affective a
nd
psyc
hom
otor.
This is i
n
line with the
Na
tional
Pol
i
c
y
on E
d
u
cat
i
on by
Fe
d
e
ral
Go
ve
rnm
e
nt
of
Ni
ge
ri
a
(FG
N
)
.
T
h
e di
ffe
re
nt
l
earn
i
ng
out
c
o
m
e
s
i
n
t
h
e
co
gn
itiv
e, affectiv
e an
d
p
s
ych
o
m
o
t
o
r
d
o
m
ain
s
sho
u
l
d
b
e
assessed
each
ti
m
e
th
ey teac
h
or con
t
act stu
d
e
n
t
s.
Thi
s
has bee
n
vari
o
u
sl
y
recom
m
e
nded
by
FM
EST (1
98
5)
, Ai
ke
n (1
9
7
6
)
, G
r
onl
un
d
(19
8
5
)
,
Uk
w
u
i
j
e a
n
d
Orl
u
we
ne (
2
01
2)
, F
GN
(2
0
0
4
)
, a
nd
Osa
d
e
b
e
(2
0
1
5
b
)
[3
]-
[5],
[
1
1
]
-
[
13
].
Univ
er
sity lectu
r
er
s sh
ou
ld
b
e
f
a
mil
i
ar
with
th
e obj
ectiv
es in
t
h
e
do
m
a
in
s o
f
stud
en
ts’
b
e
h
a
v
i
ou
r. It a
p
pears
that m
o
st of t
h
e lecturers
do
have
eno
u
g
h
k
n
o
wl
edge
o
f
st
u
d
e
n
t
s
’ i
n
st
r
u
ct
i
o
na
l
ob
ject
i
v
es
[9
]
.
It
has
bee
n
poi
nt
ed
o
u
t
t
h
at
whe
n
c
ont
i
n
u
o
u
s
assessm
en
t is in
v
e
stig
ated
, the th
ree do
m
a
i
n
s
o
f
cogn
itive, affectiv
e and
p
s
ycho
m
o
to
r shou
ld
b
e
i
d
en
tified
[3
]-[5
]
. Th
is will h
e
lp
th
e u
n
i
v
e
rsity lectu
r
ers to
u
n
d
e
rs
tand th
e fo
cu
s of co
n
tinuo
us assessm
en
t
in
sch
o
o
l
s. It
will also
h
e
lp
t
h
em
to
p
r
ep
are th
eir lectures i
n
v
a
ri
o
u
s
courses or su
bj
ect areas.
In
th
e co
gn
itive d
o
m
ain
,
th
ere are six
lev
e
ls. Th
ese in
cl
u
d
e
; k
n
o
wledg
e
, co
m
p
reh
e
n
s
ion
,
ap
p
licatio
n,
anal
y
s
i
s
, sy
nt
hesi
s an
d eval
uat
i
o
n
.
Thi
s
h
a
s been
poi
nt
ed o
u
t
by
B
l
oom
(19
5
6
),
Gr
onl
u
nd (
1
9
8
5
)
an
d
Osadebe (2014
a
& 2
015
b
) [5
],[9
],[1
2
]
,[14
]
.
Th
e cog
n
itive d
o
m
ain
fo
cuses o
n
stud
en
ts’ in
tellectu
a
l
ab
ility.
Th
at is, ab
ility to
th
i
n
k and
reason
.
Ach
i
eve
m
en
t test, ap
t
itu
d
e
test an
d
in
tellig
en
t test are t
h
e in
st
rumen
t
s
u
s
ed
in
m
easu
r
in
g
stud
en
ts cog
n
itiv
e
b
e
h
a
v
i
o
u
r, in
term
s o
f
learn
i
n
g
ou
tco
m
es, lectu
r
ers sh
ou
ld
en
su
re
th
at at
t
h
e en
d o
f
e
v
ery
l
ect
ure, st
ude
nt
s s
h
o
u
l
d
be abl
e
t
o
de
fi
ne, e
x
pl
ai
n,
descri
be, c
o
n
v
e
rt
, de
fen
d
, c
o
m
put
e,
m
a
ni
pul
at
e,
di
f
f
ere
n
t
i
a
t
e
, di
st
i
n
g
u
i
s
h, c
o
m
p
i
l
e com
b
i
n
e co
m
pose com
p
are, j
u
st
i
f
y
am
ong ot
hers
i
n
t
h
e
t
opi
c
s
t
a
ug
ht
o
r
l
ect
u
r
ed.
The
l
ear
ni
n
g
out
c
o
m
e
s wo
ul
d
hel
p
t
h
e
l
ect
urer
s t
o
co
nt
i
n
uo
usl
y
assess
t
h
e st
ude
nt
s.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
J
ERE
I
S
SN
:
225
2-8
8
2
2
Eval
u
a
t
i
o
n
of
C
ont
i
n
u
ous
As
sessme
n
t
Pr
act
i
ce by
Uni
versi
t
y
Lect
urers
(
P
at
ri
ck U
.
Osa
d
e
be)
21
7
In the a
ffective dom
a
in, the le
vels include
receiving, respondi
ng, valuing, orga
nization
a
nd
characte
r
ization by value c
o
m
p
lex
[5],[15]. The affecti
v
e dom
ain show
s how a student feels, e
x
press
e
s
em
ot
i
on i
n
t
e
r
e
st
and
gene
r
a
l
con
duct
.
Quest
i
on
nai
r
e, o
b
s
erv
a
tio
n, ch
eck
list, interv
iew are so
m
e
o
f
i
n
st
rum
e
nt
s us
ed i
n
m
easuri
n
g a
ffect
i
v
e
be
h
a
vi
o
u
r
.
In t
h
e
psy
c
h
o
m
ot
or dom
ai
n, t
h
e l
e
vel
s
i
n
cl
ude:
pe
rce
p
t
i
o
n, set
m
echani
s
m
,
co
m
p
l
e
x overt
res
p
onse
,
adapt
a
t
i
o
n,
ori
g
i
n
at
i
o
n [
12]
,
[
16]
,
[
1
7
]
.
It
i
s
an aspect
o
f
b
e
havi
ou
r t
h
at
i
ndi
cat
es h
o
w
a l
earner m
a
kes use of
th
e
b
o
d
y
for ed
u
cation pu
rpose [5
].
It d
e
scrib
e
s ind
i
v
i
d
u
a
l
sk
ills.
Th
ese i
n
clud
e sk
ills in
writing
,
drawing
,
ru
n
n
i
n
g,
d
r
i
v
i
n
g
s
p
eaki
n
g
,
a
m
ong
ot
her
s
.
Lect
ure
r
s s
h
ou
l
d
not
e t
h
at
at
t
h
e e
n
d
of
e
v
ery
i
n
st
r
u
ct
i
o
n, t
h
e
stu
d
e
n
t
s sh
ou
l
d
be ab
le t
o
assem
b
le, b
u
ild
ch
ang
e
co
m
p
ose con
n
ect, create, d
i
sm
an
tle, d
r
ill, screw, fi
x
,
g
r
i
p
,
sew,
sket
c
h
, a
m
ong ot
hers
.
Th
e cogn
itiv
e affectiv
e an
d
psych
o
m
o
t
o
r
domain
s
o
f
b
e
h
a
v
i
ou
r are in
terrelated
[5
]. A stu
d
e
n
t
m
a
y
exhi
bi
t
al
l
t
h
e fo
rm
s of beha
vi
o
u
r d
u
r
i
n
g and aft
e
r an i
n
st
ruct
i
o
nal
pr
oce
ss. These t
ech
ni
q
u
es o
r
i
n
st
r
u
m
e
nt
s
i
n
cl
ude:
t
e
st
, q
u
est
i
o
nnai
r
e
,
i
n
t
e
r
v
i
e
w,
oral
que
st
i
o
n
,
chec
kl
i
s
t
am
ong ot
hers
. Dat
a
col
l
ect
ed sh
oul
d b
e
used
fo
r deci
si
on m
a
ki
n
g
. T
h
ere a
r
e rel
a
t
e
d st
ud
i
e
s on c
ont
i
n
u
ous a
ssessm
ent
pract
i
ce fr
o
m
di
ffere
nt
as
pect
s.
Th
ese ar
e from
d
i
f
f
e
r
e
n
t
areas. Th
ese in
clu
d
e
O
m
o
l
e (
2
0
07)
, Chr
i
stensen
(20
1
3
c
)
,
O
dub
enu
(
2015
a)
and
O
s
adeb
e (20
1
5
b
)
[
5
],[
1
8
]-[
20
].
Th
e stud
ies w
e
r
e
m
o
r
e
i
n
p
r
im
ar
y an
d second
ar
y
sch
o
o
l
s. Th
er
e
w
a
s
no
sp
ecif
i
c stud
y
k
now
n
t
o
th
e
re
searche
r
that
has
been carried out am
ong
unive
r
sity lecturers on t
h
e prac
tice of
co
n
tinuo
us assessm
en
t. Th
is
w
a
s t
h
e
g
a
b the stud
y cov
e
r
e
d
.
C
ont
i
n
u
ous as
sessm
ent
i
s
expect
ed t
o
be p
r
act
i
ce by
m
a
le and fem
a
l
e
as wel
l
as juni
o
r
an
d seni
o
r
u
n
i
v
e
r
s
ity lectu
r
er
s. Th
e su
ccessfu
l
p
r
actice o
f
co
n
tinuou
s assessm
en
t in
th
e un
iv
ersity in
lin
e w
ith
th
e
Nat
i
onal
P
o
l
i
c
y
on E
d
ucat
i
o
n de
pe
nd
s o
n
t
h
e l
ect
ure
r
s. T
h
ere
f
o
r
e, t
h
e p
r
act
i
ce of c
o
nt
i
n
u
o
u
s assessm
ent
by
uni
versi
t
y
l
ect
ure
r
s i
n
t
h
e
st
u
d
y
co
nsi
d
ere
d
t
h
e
se
x a
n
d ra
nk
of the
university lecturers.
Ev
alu
a
tion
imp
lies ju
dg
m
e
n
t
. Th
e stud
y jud
g
e
th
e ex
ten
t
to
wh
ich un
i
v
ersity lectu
r
ers practiced
cont
i
n
u
o
u
s
ass
e
ssi
on:
It
has
b
een
p
o
i
n
t
e
d
o
u
t
t
h
at
E
v
al
uat
i
o
n
i
s
ju
d
g
m
e
nt
base
d
o
n
val
i
d
a
n
d r
e
l
i
a
bl
e
dat
a
o
r
evi
d
e
n
ce [
2
1]
.
The
dat
a
re
q
u
i
r
e
d
f
o
r e
v
al
uat
i
on
co
ul
d
b
e
obt
ai
ned t
h
r
o
u
g
h
t
h
e
use
of t
e
st
,
q
u
est
i
o
n
n
ai
re
,
i
n
t
e
rvi
e
w, c
h
e
c
kl
i
s
t
am
ong
ot
he
rs. T
h
e st
udy
e
v
al
uat
e
d
cont
i
n
u
o
u
s a
ssessm
ent
pra
c
t
i
ce by
uni
v
e
rsi
t
y
lectu
r
ers th
roug
h th
e
u
s
ed
of a
qu
estio
nn
aire. Th
e
word ev
alu
a
ti
o
n
is a bro
a
d term th
at is ap
p
lied
to
educat
i
o
nal
pr
og
ram
m
e. It
i
s
a ju
d
g
m
e
nt
based
on a
gi
ve
n be
nc
h m
a
rk or c
r
i
t
e
ri
a. It
h
e
l
p
s t
o
fi
n
d
o
u
t
t
h
e
ext
e
nt
t
o
w
h
i
c
h p
r
og
ram
m
e
ob
ject
i
v
es
are
achi
e
ve
d as
w
e
l
l
as t
h
e ext
e
nt
o
f
i
n
di
vi
dua
l
’
s pe
rf
orm
a
nce [1
2]
.
Eval
uat
i
o
n i
s
a deri
ve
d st
at
em
ent
of fact
su
ch pass
, fai
l
,
sat
i
s
fact
ory
,
u
n
s
at
i
s
fact
ory
,
hi
gh
, l
o
w am
ong
ot
her
s
[2
1]
.
Th
e fo
llowing
Rese
arch Que
s
tions
w
e
r
e
ans
w
e
r
ed
.
1.
What
i
s
t
h
e e
v
al
uat
i
on
o
f
c
o
n
t
i
nuo
us
assess
m
e
nt
pract
i
ce
by
m
a
l
e
and fe
m
a
l
e
uni
ve
rsi
t
y
l
ect
urers
?
2.
What
i
s
t
h
e e
v
al
uat
i
on
o
f
c
o
n
t
i
nuo
us
assess
m
e
nt
pract
i
ce
by
j
u
ni
o
r
a
n
d
s
e
ni
o
r
uni
versi
t
y
l
ect
urers
?
Th
e fo
llowing
n
u
ll
Hypothes
es
we
re tested
at .05
l
e
vel
o
f
s
i
gni
fi
ca
nce.
1.
There
is
no si
gni
ficant
diffe
r
ence
bet
w
een m
a
le and
fe
m
a
l
e
l
ect
urers
o
n
t
h
e e
v
al
ua
t
i
on
of
c
ont
i
n
uo
u
s
assessm
en
t p
r
actice in
th
e
un
iv
ersity.
2.
There
is
no si
gni
ficant
diffe
r
ence
bet
w
een
j
uni
or
a
n
d
se
ni
o
r
l
ect
u
r
ers
on
t
h
e
eval
uat
i
o
n
o
f
c
o
nt
i
n
u
o
u
s
assessm
en
t p
r
actice in
th
e
un
iv
ersity.
2.
R
E
SEARC
H M
ETHOD
The st
udy
e
v
al
uat
e
d
or
j
u
dge
d t
h
e ext
e
nt
t
o
whi
c
h
uni
versi
t
y
l
ect
ure
r
s
pract
i
c
e
co
nt
i
n
u
o
u
s
assessm
en
t with
em
p
h
a
sis on th
e cogn
itiv
e, affectiv
e and
p
s
ycho
m
o
to
r
do
m
a
in
s o
f
th
e
stu
d
e
n
t
s
b
e
h
a
vio
u
r.
Th
e
d
e
pend
en
t v
a
riab
le was practice. Th
e ind
e
p
e
nd
en
t
v
a
ri
ab
les in
cl
u
d
e
sex
an
d ran
k
of un
iv
ersity lect
u
r
ers.
There
f
ore,
t
h
e
pract
i
ce
of
co
n
t
i
nuo
us
assess
m
e
nt
depe
n
d
s
on
t
h
e
sex
an
d
ran
k
of
u
n
i
v
e
r
s
i
t
y
l
ect
urers.
A sam
p
le o
f
20
0 un
iv
ersity lectu
r
ers
was ran
d
o
m
ly selec
t
ed
u
s
i
n
g
sim
p
le an
d ran
d
o
m
ly selected
usi
n
g si
m
p
l
e
and
p
r
op
ort
i
o
na
t
e
st
rat
i
f
i
e
d
ran
dom
sam
p
l
i
ng t
echni
q
u
es
bas
e
d
on
t
h
e
sex
a
n
d
ra
n
k
of
u
n
i
v
ersi
t
y
lectu
r
ers (1
20
male
an
d
8
0
female).
A 5
–
po
in
t
scaled
qu
estio
nn
aire was u
s
ed
.
Th
e v
a
lid
ity
o
f
t
h
e
in
st
ru
m
e
n
t
was esta
blishe
d through expe
rt judgm
e
nt and fact
or anal
ys
is. The
r
efore, t
h
e inst
rum
e
nt has
face a
nd c
o
nstruct
v
a
lid
ities. Th
e reliab
ility
o
f
th
e in
stru
m
e
n
t
was esti
m
a
ted
with
Gronb
ach Alp
h
a
. A reli
ab
ility co
efficien
t o
f
0.
86
was
o
b
t
a
i
n
ed
as a
m
easure
of i
n
t
e
r
n
al
c
onsi
s
t
e
ncy
.
The data collected were anal
yzed
in
lin
e with
th
e research
qu
estio
ns and hypothese
s
. The resea
r
c
h
que
st
i
ons
we
re
ans
w
ere
d
wi
t
h
t
h
e
use
o
f
m
ean.
A
be
nch
m
a
rk
of
6
0
wa
s use
d
as
a m
e
an f
o
r e
v
al
uat
i
o
n
t
o
answer the re
s
earch
que
stions. The
r
ef
ore
,
a
m
ean of 6
0
a
nd a
b
o
v
e i
n
di
cat
ed hi
g
h
p
r
a
c
t
i
ce of cont
i
n
uo
us
assessm
ent
pra
c
t
i
ce by
uni
v
e
r
s
i
t
y
l
ect
urers.
Hence
,
be
l
o
w t
h
e m
ean of
60
showe
d
low practice of continuous
assessm
ent
by
uni
versi
t
y
l
ect
ure
r
s.
The
hy
p
o
t
h
eses
we
re
tested
with
Z-test at .05
level of sign
ifican
ce.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
S
SN
:
2
252
-88
22
IJERE
Vol. 4, No. 4,
Decem
ber 2015 :
215 –
220
21
8
3.
RESULTS
A
N
D
DI
SC
US
S
I
ON
3.
1. Resul
t
s
Th
e resu
lts o
f
t
h
e stud
y were
p
r
esen
ted
in
tab
l
es
in
lin
e with
th
e research
q
u
e
stio
n
s
an
d
h
ypo
th
eses.
Rese
arch Question
One:
Wh
at is th
e ev
alu
a
tion
of co
n
tinuo
us assessm
en
t p
r
actice b
y
m
a
le an
d
fem
a
le
uni
versi
t
y
l
ect
ure
r
s
?
Table
1.
Mean
Analysis
of Male and
Fe
m
a
le Un
iv
ersi
ty Lectu
r
ers on Con
tin
uou
s
Assessm
en
t Practice
Gende
r
N
Calculated m
e
an
Bench m
a
r
k
m
e
a
n
Evaluation
M
a
le 120
53.
6
60
L
o
w
Fem
a
le 80
52.
5
60
low
Table 1 indicates that the
m
e
a
n
for m
a
le university
lectu
r
er was 53
.6
wh
ile th
at o
f
f
e
m
a
l
e
w
a
s 52
.5
.
The m
ean scor
es of
bot
h m
a
le and fem
a
l
e
were
bel
o
w t
h
e benc
h m
a
rk m
ean of
60 s
h
owi
ng l
o
w
pra
c
t
i
ce of
continuous ass
e
ssm
ent. Thus
, the e
v
aluation
reveale
d
low
practice
of
continuous ass
e
ssm
ent by male and
fem
a
l
e
uni
vers
i
t
y
l
ect
urers.
Rese
arch Que
s
ti
on
T
w
o:
What
i
s
t
h
e e
v
al
uat
i
on
of c
o
nt
i
n
u
o
u
s asses
s
m
e
nt
pract
i
ce by
j
uni
or a
n
d
seni
o
r
uni
versi
t
y
l
ect
urers
?
Tabl
e 2.
M
ean Anal
y
s
i
s
o
f
J
uni
or
an
d Seni
o
r
U
n
i
v
ers
ity Lecturers
on c
on
tinuo
us Assessm
en
t
Practice
Rank
N
Calculated m
e
an
Bench m
a
r
k
m
e
a
n
Evaluation
Junior
120
50.
5
60
L
o
w
Senior
80
52.
6
60
L
o
w
Table 2 showe
s
that the m
ean score for
juni
or lect
ure
r
s
on the
practice of c
ontinuous asse
ssm
ent was
50
.5
.
Whi
l
e
t
h
at
of se
ni
o
r
l
e
c
t
urer
s was
5
2
.
6
. T
h
e m
ean score
of
b
o
t
h
j
u
ni
o
r
an
d se
ni
o
r
l
ect
urers
we
re
bel
o
w
th
e b
e
n
c
h
m
a
rk
m
ean
o
f
60
in
d
i
cating
lo
w p
r
actice o
f
con
tin
uou
s assessm
e
n
t
in
th
e un
iv
ersity. Th
erefore,
ev
alu
a
tion
r
e
v
e
aled
low
p
r
acti
ce of
co
n
tinuou
s assessm
en
t b
y
jun
i
or
an
d sen
i
or
u
n
i
v
e
r
s
it
y lectu
r
er
s.
Hypothesis One:
There
i
s
no
s
i
gni
fi
ca
nt
di
ff
erent
bet
w
ee
n
m
a
l
e
and fe
m
a
l
e
l
ect
urers
o
n
t
h
e
ev
alu
a
tion
o
f
co
n
tinuo
us assessm
en
t p
r
actice in
th
e un
i
v
ersity.
Tab
l
e
3
.
Z – Test
An
aly
s
is o
f
Male and Fem
a
le Un
iv
ersity Lectu
r
ers
o
n
Con
tinu
o
u
s
Assessm
en
t Practice
G
e
nder N
Mean
SD
Calculat
ed
Z
-
val
ue Crit
ical
Z
-
value
Evaluat
i
on
Gender
120
53.
6
8.
5
0.86 1.96
Accepted
Fem
a
le 80
52.
5
9.
1
Table
3 indicates that the calc
u
lated Z
–
value of 0.86
was l
e
ss tha
n
the c
r
i
tical Z – val
u
e
of 1.96 at
.05 level
of
signi
ficance. The hypothesis
was accepte
d.
T
h
e re
sult m
a
intained t
h
at
there was
no signi
f
icant
di
ffe
re
nce bet
w
een m
a
l
e
and fem
a
l
e
l
ect
urers
o
n
o
f
co
n
t
i
nuo
us as
sess
m
e
nt
pract
i
ce
i
n
t
h
e
uni
versi
t
y
.
The
evaluation showed low
practi
ce of continuous assessm
ent th
at was
genera
lly accepted.
Hyp
o
thesis T
w
o:
There i
s
n
o
s
i
gni
fi
ca
nt
di
f
f
e
rent
bet
w
ee
n
ju
ni
o
r
a
nd s
e
ni
o
r
l
ect
ure
r
s
on t
h
e
ev
alu
a
tion
o
f
co
n
tinuo
us assessm
en
t p
r
actice in
th
e un
i
v
ersity.
Tabl
e
4.
Z –
Test
Anal
y
s
i
s
of
J
uni
or
an
d Se
ni
o
r
U
n
i
v
e
r
si
t
y
Lect
ure
r
s
on
C
o
nt
i
n
uo
us
Assessm
ent
Pr
act
i
ce
Rank N
Mean
SD
Calculated
Z
-
val
ue
Crit
ical
Z
-
value
Evaluat
i
on
Junior
120
50.
5
8.
8
1.58 1.96
Accepted
Senior
80
52.
5
9.
5
Tabl
e
4 s
h
owe
s
t
h
at
t
h
e cal
c
u
l
a
t
e
d Z
– t
e
st
o
f
1.
58
was l
e
ss t
h
at
t
h
e c
r
i
t
i
cal
Z-val
u
e
o
f
1.
96
at
.
0
5
level of signi
f
icance. The
hypothesis
wa
s there
f
ore, a
ccepted. T
h
e result reveale
d
that
t
h
ere was no
si
gni
fi
ca
nt
di
ff
erence
bet
w
ee
n
ju
ni
o
r
a
n
d se
ni
o
r
l
ect
u
r
ers
o
n
t
h
e
e
v
al
uat
i
o
n
of
co
nt
i
n
uo
u
s
assessm
ent
p
r
act
i
c
e
in the
unive
r
sity. Eval
ua
tion revealed l
o
w practice
of c
o
ntinuous asse
ssment th
at was ge
nerally
accepte
d.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
J
ERE
I
S
SN
:
225
2-8
8
2
2
Eval
u
a
t
i
o
n
of
C
ont
i
n
u
ous
As
sessme
n
t
Pr
act
i
ce by
Uni
versi
t
y
Lect
urers
(
P
at
ri
ck U
.
Osa
d
e
be)
21
9
3.2. Discussi
on
The res
u
lt of
evaluation re
vealed th
at th
e ex
ten
t
to
wh
ich
un
iv
ersity le
ctu
r
ers practice co
n
tinuo
us
assessm
en
t in
lin
e with th
e
Natio
n
a
l Po
licy o
n
Edu
cation
,
an
d th
e
Han
dbo
ok
on
Con
tinu
o
u
s
Assessmen
t
b
y
Fede
ral
G
o
ver
n
m
e
nt
of
Ni
ge
ri
a was
l
o
w. T
h
ere
was
n
o
si
gni
fi
cant
di
ffe
r
e
nce
bet
w
ee
n
m
a
l
e
and
fem
a
l
e
as
wel
l
as ju
ni
or
and se
ni
o
r
l
ect
ure
r
s
on
th
e practice o
f
co
n
t
i
n
uou
s assessmen
t in
th
e u
n
i
versity. Th
e resu
lt was
si
m
ilar
to
th
e
f
i
nd
ing
s
of
Om
o
l
e
(
2
007
), O
dub
enu
(20
1
5
b
) and Osade
b
e (2014
a
& 20
15
a
)
who carried out
t
h
ei
r st
udi
es
on c
ont
i
n
u
ous
assessm
ent in pri
m
ary
and seco
nda
ry
sch
ool
s an
d f
o
u
n
d
l
o
w p
r
a
c
t
i
ce
[5]
,
[9]
,
[1
8]
,[
2
0
]
. Since ther
e
was a low
prac
tice of conti
n
uous as
sessm
en
t acro
ss th
e scho
o
l
lev
e
ls th
en th
ere
sho
u
l
d
be c
ont
i
n
u
o
u
s
m
oni
t
o
ri
n
g
, eval
uat
i
o
n, a
nd i
m
pro
v
e
m
e
nt
on t
h
e
p
r
act
i
ce of c
ont
i
n
u
o
u
s
assess
m
e
nt
i
n
schools.
Th
e
r
e
su
lt w
a
s con
t
r
a
r
y
to
t
h
e Fed
e
r
a
l
G
over
n
m
e
n
t
of
N
i
g
e
r
i
a
(1
981
,
198
8 & 200
4)
exp
ectatio
n th
at
cont
i
n
u
o
u
s
ass
e
ssm
ent
sho
u
l
d
be
hi
g
h
l
y
pr
act
i
ced by
al
l
uni
versi
t
y
l
ect
ure
r
s as
c
ont
ai
ned
i
n
t
h
e
Nat
i
ona
l
Pol
i
c
y
on Ed
u
cat
i
on [
1
]
-
[
3
]
.
Lect
ure
r
s we
re
expect
ed t
o
p
r
act
i
ce cont
i
n
u
ous asse
ssm
ent
wi
t
h
em
phasi
s on
co
gn
itiv
e, affectiv
e
and
p
s
ych
o
m
o
t
o
r
do
m
a
i
n
s o
f
stud
en
ts’ b
e
h
a
v
i
our
[4
].
4.
CO
NCL
USI
O
N
The study was
carried out to ev
alu
a
te th
e ex
ten
t
of con
tin
uou
s assessm
ent practice by unive
rsity
lectu
r
ers in
line with
t
h
e
Natio
n
a
l
Po
licy on Edu
cation
,
and
Handb
ook
on
co
n
tinuo
us assessm
en
t b
y
Fed
e
ral
G
o
v
e
r
n
m
e
n
t
of
N
i
g
e
r
i
a.
I
t
w
a
s ev
alu
a
ted th
at th
e ex
ten
t
of
co
n
tinuou
s assessm
e
n
t
p
r
actice
b
y
un
iv
er
sity
l
ect
urers
was l
o
w
.
The
r
e was
no si
g
n
i
f
i
cant
di
ffe
re
nce bet
w
een m
a
l
e
and fem
a
l
e
as well
as juni
or a
nd
seni
o
r
uni
versity lecture
r
s on the
practice of
con
tin
uou
s assessm
en
t. Th
e un
iv
ersity
le
c
t
u
r
e
r
s
s
h
ou
ld
b
e
en
cou
r
ag
ed
to
practice contin
u
o
u
s
assessmen
t
in
lin
e
wi
th
th
e edu
cation
a
l po
licy fo
r un
iv
ersity ed
ucatio
n
.
There
f
ore,
t
h
e
r
e sh
oul
d
be ef
fect
i
v
e m
oni
t
o
ri
n
g
an
d e
v
al
u
a
t
i
on f
o
r i
m
provem
e
nt
o
n
t
h
e pract
i
ce
o
f
co
n
tinuo
us assessm
en
t in
th
e u
n
i
v
e
rsity. This wou
l
d
h
e
lp
to
im
p
r
o
v
e
the p
r
actice
o
f
con
tin
uou
s assessm
e
n
t
b
y
un
iv
ersity lectu
r
ers.
ACKNOWLE
DGE
M
ENTS
The aut
h
or is grateful to his
wife, Mrs
.
J.F. Osad
eb
e fo
r
her con
t
ribu
tions to
th
e p
u
b
licatio
n
of th
is
pape
r.
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215 –
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, 2014d
.
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