Practice Of Continuous Assessment Research Articles

Navigating Source Code Plagiarism Challenges: Strategies to Mitigate the Impact of COVID-19 Disruptions

In South Africa, the immediate response to the COVID-19 pandemic was a hard lockdown, which shocked the educational community. The disruption to teaching and learning was particularly profound for first-year computing students, especially those with disadvantaged backgrounds. One of the biggest impacts of emergency remote teaching and learning was on assessment, which is widely regarded as the driving force of learning, particularly in the programming context. Source code plagiarism emerged as a prevalent practice during the pandemic due to the challenges students face, including infrastructure limitations, learning in isolation, and the opportunities presented by online continuous assessment practices. Through an empirical study, the authors, as academics, investigated the occurrence of source code plagiarism during the COVID-19 lockdown period, along with the transition required to adjust to a post-COVID setting. The different theories that drive behaviour and decision-making in this context are analysed, and qualitative data is collected using open-ended questionnaires. Findings yield vital recommendations for the mitigation of source code plagiarism. Reflecting on the findings suggests that engaging students on source code plagiarism can assist in establishing shared norms, playing a positive role in reducing source code plagiarism. This is necessary, especially with the recent introduction of artificial intelligence tools such as ChatGPT, which may take source code plagiarism to a new level. Academics face long-term challenges and exciting opportunities in addressing source code plagiarism issues in the post-COVID context of integrating online and face-to-face modalities.

Enhancing Continuous Assessment in Jigawa State Senior Secondary Schools: The Impact of Electronically Processed Data

This journal article explores the relationship between electronically processed data and continuous assessment in senior secondary schools in Jigawa State. The study investigates the potential benefits of using electronic data processing methods in continuous assessment and evaluates their impact on student performance and educational outcomes. Through a mixed-methods approach involving qualitative interviews with teachers and quantitative analysis of student data, the research provides valuable insights into the advantages of electronic data processing in improving the efficiency, accuracy, and effectiveness of continuous assessment practices. The findings demonstrate the transformative potential of electronic data processing in enhancing educational outcomes and informing instructional decisions. Based on the results, the article provides recommendations for successful implementation and future research directions.

The Relationship between Continuous Assessment Scores and Examination Scores of Students Motivated to Attend Lectures

A prominent feature in the pursuance of the Sustainable Development Goals (SDGs) in the learning process in education is the evaluation and assessment of students. As part of the process of evaluating students’ learning outcomes, effective practice of cont inuous assessment is considered capable of influencing other factors that affect the improvement of teaching and learning. We used a strategy of continuous assessment to teach four Basic Science and Technology courses to minimize observed absenteeism to lectures, improve the active participation of students, and enhance learning during lectures. This study aims to find the relationship between the continuous assessment scores and the examination scores of students in the courses using a descriptive/correlational research design. The sample consists of all the students totaling 2,214 who were examined in the courses for three sessions 2010/2011, 2011/2012, and 2012/2013 in the College of Education, Agbor, Delta State, Nigeria. Their examination scores were correlated with the corresponding continuous assessment scores using Pearson’s product-moment correlation procedure for each of the courses in each academic session. All the correlation coefficients obtained are positive and statistically significant at .05% level, indicating a consistent and significant positive relationship between the continuous assessment scores and the examination scores for each of the courses, each academic session, and the overall sample. Based on this result, we encourage the use of continuous assessment in more pragmatic ways to enhance both the cognitive and non- cognitive correlates of students’ performance in courses in tertiary institutions.

Practice of Continuous Assessment in Learning Business Studies in High Schools of Lubombo Region, Eswatini

Practice of Continuous Assessment in Learning Business Studies in High Schools of Lubombo Region, Eswatini

An Analysis of Teachers’ Insight on Continuous Assessment Practices

The role of students’ continuous assessment is crucial for the improvement of their performance. Therefore, it is vital for teachers to have a firm belief in conducting a robust continuous assessment of their students. The present study aimed to gauge the teacher’s outlook regarding their students’ continuous assessment. The objectives of the study were to investigate the level of teachers’ perception regarding the practices of continuous assessment and examine the difference between the teachers’ perceptions on continuous assessment concerning their demographic variables. A simple random sampling technique was used for the collection of the data. The data were collected from public sector college teachers of Multan district. For the collection of data, a Likert type scale was used. The study sample consisted of total 300 teachers comprising 114 male and 186 female college level teachers. For the analysis of data, mean score, percentage, standard deviation, z-test, and ANOVA statistics were employed. Data analysis revealed that continuous assessment improves students' learning skills and has positive effects on learners. On the basis of findings, the study recommends that valid and reliable criteria for continuous assessment should be provided to all the teachers in colleges to be taken as a benchmark by the teachers and that teachers should employ new teaching methods in their classrooms for a better understanding of their students.

An Appraisal of the Perception of Continuous Assessment Practice Among Secondary School Science Teachers in Ondo State South/West Nigeria

This study explores the perception of continuous assessment practices among secondary school science teachers. Continuous assessment is recognized as a valuable tool for enhancing teaching and learning outcomes by providing ongoing feedback and identifying student’s strength and weaknesses. However, there are challenges and misconceptions surrounding its implementation. Through a comprehensive appraisal, this study examines teacher’s perspectives in terms of gender, qualification, school type and experience. One of the findings revealed that, there is no significant difference between the perceptions of male and female science teachers on continuous assessment etc. The study offers recommendations for targeted professional development, curriculum alignment, standardization, supportive policies and collaborative practices to enhance the perception and practice of continuous assessment among secondary school science teachers. Implementation of these recommendations has the potential to improve the quality of science education and students learning outcomes. Keywords: Perception, Science Teachers, Cognitive, Affective, Psychomotor. Proceedings Citation Format Boris, O.O. Ajogbeje, O.J. & Ekiugbo, U.E. (2022): An Appraisal of the Perception of Continuous Assessment Practice Among Secondary School Science Teachers In Ondo State South/West Nigeria. Proceedings of the 31st Accra Bespoke Multidisciplinary Innovations Conference. University of Ghana/Academic City University College, Accra, Ghana. Pp 147-160 www.isteams.net/ghanabespoke2022. dx.doi.org/10.22624/AIMS/ABMIC2022P30

An Assessment of the Impact of Instructors’ Knowledge and Attitude Toward the Implementation of Continuous Assessment

The purpose of this study was to assess the influence of instructors’ knowledge and attitude toward the implementation of continuous assessment (CA). The study was conducted on a total of 273 instructors. The pertinent data were collected mainly using close-ended questionnaires. The collected data were analyzed using quantitative methods such as mean, standard deviation, correlation and regression. The result of the analysis disclosed that although participants have developed sufficient knowledge on some aspects of CA, they were found to have inappropriate view towards other aspects of CA. the finding also shows that the two variables such as awareness and attitude are found to be potential variables that certainly determine instructor’s level of CA implementation. Relatively, knowledge accounted more variation (59.4%) in the total CA practice (y). It can be concluded that positive attitude toward CA and adequate awareness of CA enhances CA practices. Thus, I recommend that meaningful efforts should be made by all concerned bodies of the university so as to bring about the expected interest of instructors and learners towards CA with particular reference to its usefulness to pupils’ learning progress. Keywords: Continuous Assessment, Instructors, Knowledge, Attitude, Implementation DOI: 10.7176/IKM/12-3-01 Publication date: May 31 st 2022

An Assessment of the Impact of Instructors’ Knowledge and Attitude Toward the Implementation of Continuous Assessment

The purpose of this study was to assess the influence of instructors’ knowledge and attitude toward the implementation of continuous assessment (CA). The study was conducted on a total of 273 instructors. The pertinent data were collected mainly using close-ended questionnaires. The collected data were analyzed using quantitative methods such as mean, standard deviation, correlation and regression. The result of the analysis disclosed that although participants have developed sufficient knowledge on some aspects of CA, they were found to have inappropriate view towards other aspects of CA. the finding also shows that the two variables such as awareness and attitude are found to be potential variables that certainly determine instructor’s level of CA implementation. Relatively, knowledge accounted more variation (59.4%) in the total CA practice (y). It can be concluded that positive attitude toward CA and adequate awareness of CA enhances CA practices. Thus, I recommend that meaningful efforts should be made by all concerned bodies of the university so as to bring about the expected interest of instructors and learners towards CA with particular reference to its usefulness to pupils’ learning progress. Keywords: Continuous Assessment, Instructors, Knowledge, Attitude, Implementation DOI: 10.7176/JAAS/79-03 Publication date: April 30 th 2022

Investigation into The Uses and Practices of Continuous Assessment Among Secondary School Teachers in Biu Educational Zone of Borno State

This research assess uses and practice of continuous assessment among senior secondary school teachers in Biu Educational Zone of Borno State, Nigeria. Descriptive survey design was employed, all the one hundred and ninety-two (192) teachers in the zone constitute the population and sample of the study. Three objective, one hypotheses were formulated to guide the study, questionnaire was used. Frequency and percentage were used to answer the research questions. While one-way analysis of variance (ANOVA) were used to answer the hypotheses at 0.05 level of significance data collected was statistically analyzed using statically package of social science (SPSS) at 0.05 level of significance. The major findings of the study revealed that: teachers do not make used of continuous assessment in decision making, there is no significant in the practice of continuous assessment among less qualified, qualified and unqualified teachers. The researchers recommended that: the state government as well as stake holders in Biu Educational Zone of Borno state should only recruit teachers with educational background, those that are still in the system should encouraged to have post graduate diploma in education. Administrator and stakeholders should from time to time organize in house workshop or seminars for teachers in order to acquire real knowledge of C.A. Government should also provide appropriate continuous assessment guideline to help teachers on how to conduct and use continuous assessment, also regular supervision should be done to ensure the effective and efficient use of continuous assessment.

Review of Research in Student Conception Studies and Concept Inventories: Exploring PER Threads Relevant to Ugandan Context

This paper is motivated by some of the problems and challenges in physics education faced in the Ugandan context. It has been reported by the Uganda National Examinations Board (UNEB) that the percentage of students passing in physics is below twenty per cent at distinction and credit level. Students turn to problematic and counterproductive learning approaches such as rote learning and memorisation of problem-solving steps. That refers to a shortage of high-quality teacher education programs and a reliance on traditional pedagogies such as lecture approaches. The paper focuses on student conception studies, associated frameworks and their compatibility with constructivism. The debate then shifts to physics concept inventories, their impact on physics teaching, and their relevance in Ugandan education. In Ugandan schools, educational assessment is now done mostly through conventional examinations. The use of alternative forms of assessment that have not yet been used, such as CIs, observations, active learning, and multi-teacher rating, was advocated due to a deficiency in the practice of continuous assessment in the Ugandan education system. The focus of this paper is on concept inventories as an assessment and diagnostic tool that takes into account insights from students’ conception studies.

Exploration of Omani Cycle 1 English Teachers’ Continuous Assessment Practices and Perceptions

Aim: This article presents the findings from a qualitative exploratory study conducted in Oman that sought to uncover the factors leading to the identified gap between the SAH CA assessment standards and current grades 1 and 2 teachers’ practices. The research investigated Omani grade 1 and 2 English teachers' practices and perceptions regarding the implementation of continuous assessment (CA) in teaching English as a foreign language.
 Study Design: A constructivist grounded theory method investigation was conducted to examine the influence of teachers’ beliefs, previous experience and contextual factors on their CA classroom practices and to discover the relationship between teachers’ stated beliefs and their actual classroom practices leading to the gap between CA standards and their practices. Three instruments were used namely classroom observations, semi-structured interviews, and artifact analysis. Six teachers from Al Dhahirah were observed and three teachers out of the six were interviewed to seek an in-depth understanding of their beliefs. A three-stage coding process and the constant comparative method were used to analyze the data and triangulate beliefs and practices.
 Results: Even though results demonstrated that teachers believed in the importance of CA and expressed positive beliefs towards CA, the analysis showed a gap between the teachers’ actual practices and their stated beliefs regarding CA implementation in their practices. Moreover, findings highlighted the influence of the teachers’ previous experience and impeding contextual factors on the teachers’ CA practices.
 Recommendations: Therefore, it is recommended to involve teachers in consistent in-service training as well as CA discussion sessions to support CA practices directing the teachers’ attention to the bright side of the assessment, its advantages, and its importance in the teaching learning process. Providing teachers with assistant teachers may help to alleviate overcrowded classes and heavy timetables. In addition, reducing the number of textbooks in the syllabus would provide more time for assessment in daily teaching.

English Language Teachers’ Beliefs and Practices Concerning Continuous Assessment in Omani Cycle 1 Schools

Aims: In this study, the authors investigated English language teachers’ beliefs on continuous assessment, the relationship between their beliefs and continuous assessment practices, and factors influencing teachers’ continuous assessment practices in Cycle 1 schools in the South Batinah Governorate in the Sultanate of Oman.
 Study Design: The authors used a mixed-methods approach employing an explanatory sequential design. In the first phase, a questionnaire investigating teachers’ beliefs and assessment practices was distributed to 154 teachers. In the second phase, interviews and artefact observation were conducted with three teachers. Principal components analysis was used to analyze questionnaire data, whereas interviews were analyzed using thematic analysis.
 Results: The results indicate that teachers demonstrate positive beliefs towards the implementation of continuous assessment. They highlighted some aspects of the benefits of continuous assessment such as providing feedback to learners and parents and encouraging teachers to use a variety of methods, reflect on their assessment practices and adapt their techniques. However, discrepancies were found between teachers’ reported beliefs and their continuous assessment practices. These discrepancies resulted from large class size, lack of time, syllabus and timetable load, mixed learner abilities, lack of clarity of the assessment handbook, parents’ attitudes, and inadequate assessment training.
 Conclusion: The study is significant because it helps clarify the relationship between teachers’ beliefs and their assessment practices. In addition, the study provides information for policymakers, assessment designers, and training program designers on the current implementation of continuous assessment in Cycle 1. The study significantly contributes to the existing literature since to the best of the authors’ knowledge it is the first study conducted in Oman investigating teachers’ beliefs on the practices of continuous assessment in Cycle 1 schools.

Continuous assessment fit for purpose? Analysing the experiences of academics from a South African university of technology

ABSTRACT Despite the expanding literature in the last three decades on modes of implementation and the various forms of formal and informal assessments, there is limited evidence of academics’ knowledge and understanding of continuous assessment practice. Using a mixed methods sequential explanatory research design, this paper aimed to investigate academics’ knowledge and understanding of the structure of continuous assessment and its application in supporting students’ learning experiences at a South African University of Technology. The results of this study provide the basis to initiate deeper discussions on developing shared understandings of assessment literacy, assessment bunching, and assessment validity and reliability. These elements are all required for the enhancement of quality assurance and monitoring of fit for purpose continuous assessment practices.

Investigating Teacher Assessment Practices in the Teaching of Social Studies in Malawian Primary Schools

This study investigated teacher continuous assessment (CA) practices in the teaching of social studies in Malawian primary schools. This was a qualitative case study of eight primary school teachers using classroom observation, in-depth interview and document analysis. The results revealed dominant use of continuous testing practices in form of paper and pencil tests. In addition, the assessment tasks did not support higher level of thinking as learners were not challenged by the nature of questions and activities given. Furthermore, the frequency of tasks and use of CA results aligned more to summative function than formative function as propagated by the curriculum. The implication of the findings is that the reform regarding CA in the Primary School Curriculum and Assessment Reform (PCAR) remains symbolic. If teacher CA practice is to support learning in line with the demands of PCAR, there is need to address teacher assessment literacy.

The Perceived Correlations between Continuous Assessment and Examination Scores among History Students in the University of Abuja, Nigeria

The National Policy on Education identified the need to bring changes into the methods of assessing student’s performance in the university system in Nigeria. The introduction of the `practice of continuous assessment combined with examination as a criterion for assessing such performance was received by many lecturers as a good development. (Iketuonye 1994) Many believe that such practice gives opportunity for lecturers to assess their student’s performance in all areas of the domains. However, the question often asked is whether high performance in continuous assessment necessarily means high performance in examinations, and whether or not there are positive correlations between students’ performance in continuous assessment and examinations. This study tries to answer these questions. According, a total of twenty-seven (27) under graduate degree courses in history were sampled for the study. The study made use of the Pearson’s product moment correlation coefficient to determine if there is a correlation between performance of students in continuous assessment and examination. The study revealed a significant correlation between continuous assessment and students’ examinations in most of the cases analysed, with P ≤ 0.05. As can be seen during the first academic session, 71.4% of the courses analysed revealed a significant correlation, with P ≥ 0.05 in the remaining 29% of courses. In the case pf the second session, the results significantly differ with what was found during the first session, with 71% of courses found not to be significantly correlated (P ≥ 0.05). Similar result was obtained in the thirteen (13) courses analysed in the third session with 61.5% of the courses not significantly related. Accordingly, 15 of the 27 courses correlated were not significant, with P ≥ 0.05, while the remaining 12 were significant at the 5% level with P ≤ 0.05. The results further revealed that mean (%) of continuous assessment is higher than that of exam in all the given courses analyzed. However, a negative correlation was obtained in respect of His 204 (Africa in the 19 th and 20 th Century). Also, a generally below 50% mean percent was observed in students’ examinations except in His 204. The likely area of concern with this study which kept recurring in the analysis is the below average percentage observed constantly. This calls for extra efforts on the parts of students and their lecturers. While students used to work harder in examination questions should be regularly subjected to reliability tests before they are put to use. It should be noted also that some experts (Iketounye 1994) believe that if continuous assessment and examination scores correlates positively, then there is no need to combine the scores while assessing students’ performance. This opinion prejudiced the advantage continuous assessment has in assessing all areas of students’ domain.

Continuous Assessment as Predictor of Basic Education Certificate Examination Mathematics Performance in Public Secondary Schools in Obio-Akpor Local Government Area of Rivers State, Nigeria

Continuous assessment is an important component in the assessment of students' overall performance in both internal and external examinations. Continuous assessment takes into consideration students' performance in the cognitive, affective and psychomotor domains of behavior from the time of entry and exit from the school. The extent to which continuous assessment would predict the Basic Education Certificate Examination (BECE) performance has always attracted the attention of researchers, teachers, and education stakeholders. This study, therefore, investigated whether continuous assessment scores would predict BECE mathematics performance in public secondary schools in Abio-Akpor Local Government Area of Rivers State. The study adopted the correlational and ex-post facto research designs. The population of the study comprised all public secondary school students who sat for the 2015 Basic Education Certificate Examination in mathematics. The sample of the study consisted of 682 students (425 males and 257 females). Purposive sampling technique was used to select the sample made up of only students who sat for 2015 BECE mathematics in public secondary schools in Obio-Akpor Local Government Area of Rivers State. Three hypotheses were tested at 0.05 level of significance. Data were collected from the Local Government Area Basic Education Board. The results of the study revealed that continuous assessment is a predictor of mathematics Basic Education Certificate Examination. The study recommended that the implementation of continuous assessment practice should be strictly monitored by the Basic Education Board in Obio-Akpor Local Government Area of River State.

Predicting students’ final grades for regulating the supervision of academic activities: A model of continuous assessment practices, teaching effectiveness and students’ personal studies

The study was conducted to determine the predictive strength of a model of continuous assessment practices, teaching effectiveness and students’ personal studies for predicting students’ final grades. Thus the study investigated the influence of continuous assessment practices, teaching effectiveness, and students’ personal studies on the test scores of some selected junior secondary school students in Health and Physical Education in Egor Local Government Area of Edo State. Three null hypotheses were formulated to guide the study. The hypotheses were tested at 0.05 level of significance. The population of the study was 4,042 while the sample size was 200 randomly selected from JSS III in Egor LGA of Edo State. The instrument used for data collection was the questionnaire with reliability co-efficient of 0.89. Data collected were analyzed using the Pearson Product Moment Correlation Statistics and the multiple regression statistics. The major findings of this study were are as follows: The multiple regression coefficient of prediction of students’ final grade with ratings of continuous assessment practices, teaching effectiveness and students’ personal studies is significant (R = 0.65, p ≤ 0.00). The net regression coefficient of prediction of students examination grades with ratings of continuous assessment practices is positive and significant (B = 0.54, p ≤ 0.00). The net regression coefficient of prediction of students final grades with ratings of students personal studies is positive and significant (B = 0.31, P ≤ 0.00). The net regression coefficient of prediction of students’ final grades with ratings of teaching effectiveness is positive and significant at 0.05 alpha level (B = 0.46, p ≤ 0.00). It was, therefore, recommended that the ministry of education and school administrators adopt the use of this scientific model to predict students’ final grades, for regulating the supervision of teaching and learning process for optimization of students’ academic achievement.

Practices and challenges of continuous assessment in colleges of teachers’ education in the west Oromia region, Ethiopia

The main purpose of this study was to investigate the practices and challenges of continuous assessment in colleges of teachers’ education in the western Oromia region. For this study, the researchers selected three colleges teachers’ education, purposely based on job experience. The researchers selected Nekemte, Dembi Dollo and Shambo colleges teachers’ education from well, medium, lower experienced respectively. Descriptive survey design involving both qualitative and quantitative approaches was employed. 134 student-teachers and 178 college teachers were selected and participated in the study. The quantitative data was collected through the questionnaire and observation checklist and analyzed using frequency and percentage, whereas, the qualitative data interview and document analysis were analyzed using narrative form and interpretative way. The finding of the study revealed that the extent of practicing continuous assessment in class is low. The study also showed that teachers have positive perception toward continuous assessment and they accepted continuous assessment as important to improve the achievement of learners. The finding disclosed that a large class size, shortage of time, teachers’ work load, low interest of students, large instructional content, and lack of commitment among teachers as the major factors are hindering the practice of continuous assessment in colleges of teachers’ education.The researchers recommend that educational authorities and stockholders should make effort to a manageable number ofstudents’ per class, College administrators should allow teachers to cover the minimum workload than over loading above the standard, set for college of teachers’ education

Practices and Challenges of Continuous Assessment in Colleges of Teachers Education in West Oromia Region of Ethiopia

The main purpose of this study was to investigate the practices and challenges of continuous assessment in colleges of teachers’ education in western Oromia region. For this study, the researchers selected three colleges of teachers education purposely based on the job experience. The researchers selected Nekemte, Dembi Dollo and Shambo colleges teachers education from well, medium, lower experienced respectively. A descriptive survey design involving both qualitative and quantitative approaches was employed. 134 student-teachers and 178 college teachers were selected and participated in the study. The quantitative data was collected through a questionnaire and observation checklist and analyzed using frequency and percentage, whereas, the qualitative data interview and document analysis were analyzed using the narrative form and interpretative way. The finding of the study revealed that the extent of practicing continuous assessment in class is low. The study also showed that teachers have positive perceptions toward continuous assessment and they accepted continuous assessment as important to improve the achievement of learners. The finding disclosed that large class size, shortage of time, teachers workload, the low interest of students, large instructional content, and lack of commitment among teachers as the major factors hindering the practice of continuous assessment in colleges of teachers education. The researchers recommend that educational authorities and stockholders should make effort to students per class to manageable numbers, College administrators should allow teachers to cover the minimum workload than overloading above the standard set for the college of teachers education.

An Appraisal of the Perception of the Continuous Assessment Practice among Primary School Teachers in Ogun State

The study sought to examine primary school teachers’ perception of the Continuous Assessment Practice in Ogun State. Four research questions were raised. The sample for the study consists of two hundred (200) teachers who were randomly selected from the four geopolitical zones in the Ogun State. The questionnaire was the only instruments used for data collection. Data collected were analyzed descriptively and inferentially using t-test of significance at 0.05 level of confidence. The result of the findings reveals that primary school teachers have high perception of continuous assessment practice. There is no significant difference between male and female teachers’ perception of the continuous assessment practice. Besides, young and old teachers significantly differ from each other while there is no significant difference between the perception of continuous assessment practices among public and private school teachers. Based on these findings, it was concluded that continuous assessment practices were poor and the implementation of continuous assessment is bedeviled with several difficulties. Therefore, recommendations were made that the ministry of education should establish a uniform standard of assessment and the system of weighting scores from different assessments should be used from school to school