INVESTIGATION INTO THE USES AND PRACTICES OF CONTINUOUS ASSESSMENT AMONG SECONDARY SCHOOL TEACHERS IN BIU EDUCATIONAL ZONE OF BORNO STATE

Abstract:
Continuous assessment is a crucial component of the educational system, providing valuable insights into students' learning progress and informing instructional practices. This study aims to investigate the uses and practices of continuous assessment among secondary school teachers in the Biu Educational Zone of Borno State, Nigeria.

The research employed a mixed-methods approach, combining qualitative and quantitative data collection methods. A sample of secondary school teachers was selected through stratified random sampling to ensure representation from various schools within the educational zone. Data was collected through questionnaires, interviews, and classroom observations.

The findings revealed that continuous assessment is widely recognized and implemented by secondary school teachers in the Biu Educational Zone. Teachers primarily use continuous assessment to evaluate students' academic performance, identify learning gaps, and provide feedback for improvement. Various assessment tools, such as tests, quizzes, projects, and portfolios, were utilized to gather evidence of students' knowledge and skills.

However, the study also identified challenges faced by teachers in implementing continuous assessment effectively. These challenges include a lack of training and professional development opportunities, inadequate resources and materials, time constraints, and a heavy workload. Additionally, some teachers expressed concerns regarding the reliability and validity of continuous assessment as a means of evaluating students.

Based. on the research findings, recommendations were made to enhance the implementation of continuous assessment practices in secondary schools. These recommendations include providing regular training and professional development opportunities for teachers, ensuring access to necessary resources and materials, allocating sufficient time for assessment activities, and fostering a supportive environment for teachers to exchange best practices.

This study contributes to the existing literature on continuous assessment by exploring its uses and practices specifically within the context of the Biu Educational Zone in Borno State. The findings can inform educational policymakers, school administrators, and teachers in developing strategies to improve the implementation of continuous assessment and enhance students' learning outcomes in secondary schools.