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SCHOOL BASED ASSESSMENT IN NIGERIAN PRIMARY SCHOOLS

The Federal Republic of Nigeria, (FRN:2004) National Policy on Education has advocated the adoption of Contionous Assessment in the evaluation and even Certification of Primary School Pupils. Consequently a number of State Ministries of Education have also issued guidelines for the implementation of this programme which is supposed to be a formatiive mode of evaluation, that is, in ideal form, systmatic, comprehensive, cumulative and guidance oriented, in preference to the erstwhile one short summative evaluation. However, teachers in most primary schools in the federation have translated the policy into fortnightly or monthly tests in the core subjects, sometimes leaving the affective and psychomotor aspects of the leaner unassessed. Surely Continous Assessment in its pure form and practicalization transcends the administration of regular tests. This paper critically examined Continous Assessment as a tool for evaluating pupils', achievement in Nigerian Primary Schools, using the implimentation strategies adopted in one state of the federation, (Anambra State) as a yardstick. The problems encountered by teachers in the course of implementing this policy were also highlighted. Finally the paper recommended ways of improving on the policy to make it more effective.

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