Abstract
The study was designed to investigate how Continuous Assessment (henceforth, CA) marks in Educational Administration and Planning course for undergraduate students will significantly predict their final examination marks. The study adopted ex post facto research design with a total of 221 undergraduates, who registered for a course in the second semester, at the Faculty of Education, Osun State University, Nigeria. The undergraduates' scores in continuous assessment and examination scores at the end of the semester formed the data for the study. The data collected were analysed using descriptive and inferential statistics. The results revealed that Biology students had the highest mean value when compared with the mean of undergraduates from other specialised areas. The regression analysis result (F1, 219=40.414, p<0.05) reveals that the CA significantly predicts undergraduate students' performance in semester examination and made the best contribution to students' performance in Educational Administration and Planning. From the findings, it was concluded that continuous assessment scores are a good predictor of undergraduate students' performance in semester examination. It was recommended that there should be thorough supervision of the CA, all process must be monitored in Nigerian Universities for quality assurance.
Highlights
Before the introduction of Continuous Assessment (CA) in Nigerian educational system, especially in institutions of higher learning, the assessment of students was based on the old method of assessment that was conducted at the end of completing the content of a course or programme, which is in the form of summative evaluation
The results of the study revealed that undergraduate students studying Biology in Educational Administration and Planning course had the highest mean value when compared with undergraduate students who specialised in Educational Management, Chemistry Economics, Mathematics, Physical and Health Education, English and Political Science
The continuous assessment scores in the course significantly predicted the performance of undergraduate students in semester examination and contributed positively to their academic performance in Educational Administration and Planning as a faculty course
Summary
Before the introduction of Continuous Assessment (CA) in Nigerian educational system, especially in institutions of higher learning, the assessment of students was based on the old method of assessment that was conducted at the end of completing the content of a course or programme, which is in the form of summative evaluation. This method of assessment failed to predict students’ performance in completing the course or programme before the final examination. The introduction of CA into the educational system of any country improves the use of formative evaluation in which
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