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ASSESSMENT OF STUDENTS’ AND PARENTS’ ATTITUDES TO CONTINUOUS ASSESSMENT: A BASE-LINE STUDY FOR SCHOOL-BASED ASSESSMENT PRACTICE
TABLE OF CONTENTS
Title Page i
Declaration ii
Approval Page iii
Dedication iv
Abstract vi
Table of Contents vii
CHAPTER ONE: INTRODUCTION
1.1 Inroduction 1
1.2 Background of the study 3
1.3 Statement of the General Problem 4
1.4 Objective of the study 5
1.5 Significance of the study 5
1.6 Statement of hypothesis 6
1.7 Scope of the study 6
1.8 Limitation of the study 7
1.9 Definition of terms 7
CHAPTER TWO: LITERATURE REVIEW
2.0 Introduction 9
2.1 Review of related literature 9
2.2 Theoretical framework
2.3 Summary of review 33
CHAPTER THREE: RESEARCH METHODOLOGY
3.1 Introduction 35
3.2 Research design 35
3.3 Area of study 35
3.4 Population of the study 36
3.5 Sample size 36
3.6 Instrument for data collection 36
3.7 Reliability of the instrument 37
3.8 Validity of the Instrument 38
3.9 Method of data Collection 38
3.10 Method of Data Analysis 39
CHAPTER FOUR: DATA PRESENTATION AND ANALYSIS
4.1 Introduction 41
4.2 Characteristics of the respondents 41
4.3 Presentation of Data Analysis 43
4.4 Discussion of Findings 48
4.5 Summary of findings 49
CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1 Summary 51
5.2 Conclusion 52
5.3 Recommendation 53
Biography 54
Appendix 56
Abstract:
Continuous assessment is an integral component of modern educational systems, providing valuable insights into students’ progress and learning outcomes. This study aims to assess the attitudes of both students and parents towards continuous assessment, focusing on its implementation in school-based assessment practices.
The research design employed a baseline study approach, utilizing a mixed-methods research design that combined quantitative surveys and qualitative interviews. The study sample consisted of students and their parents from various schools, representing a diverse range of academic levels and socio-economic backgrounds.
The quantitative phase involved the administration of surveys to collect data on participants’ perceptions of continuous assessment, including its purpose, fairness, reliability, and impact on motivation and learning outcomes. The surveys employed Likert-scale items and open-ended questions to gather both quantitative and qualitative data.
The qualitative phase involved conducting semi-structured interviews with a subset of participants to gain a deeper understanding of their attitudes and experiences regarding continuous assessment. The interviews explored themes such as perceptions of assessment fairness, the role of feedback, and the influence of continuous assessment on students’ motivation and learning.
Preliminary analysis of the quantitative data indicated that both students and parents recognized the importance of continuous assessment in providing regular feedback and monitoring academic progress. However, concerns were raised regarding the fairness and reliability of assessment practices, particularly in terms of subjective grading and potential biases.
The qualitative analysis revealed a complex interplay between students’ attitudes towards continuous assessment and their motivation levels. While some students perceived continuous assessment as beneficial for their learning, others expressed concerns about excessive workload and a focus on grades rather than holistic learning.
Parents’ attitudes towards continuous assessment varied, with some valuing it as a means of monitoring their child’s progress, while others expressed concerns about the potential stress it may place on their children.
The findings from this study provide valuable insights into the attitudes of students and parents towards continuous assessment in the context of school-based assessment practices. The results highlight the need for ongoing dialogue and collaboration between educators, students, and parents to address concerns related to assessment fairness, reliability, and impact on student motivation.
The implications of this study can inform educational policymakers and practitioners in designing and implementing effective continuous assessment practices that promote meaningful learning, provide reliable feedback, and address the concerns of various stakeholders. Future research should explore strategies to enhance assessment fairness, reduce bias, and foster a positive assessment culture that supports student learning and well-being.
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