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Continuous Assessment Scores
As Predictors of Academic Performance in the Junior School Certificate Examination in Ilorin, Nigeria
Engels
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In order to assess each learner adequately, and to discover his/her latent skills, knowledge and abilities, teachers have resorted to the use of tests at various times with the aim of collecting information with respect to the cognitive, affective and psychomotor domains of learning. It is when a child has been exposed to a variety of learning tasks and assessment devices that valid information could be obtained about his/her suitability and capability for some kind of vocations relative to some others. At present, different evaluation tools are frequently being used for various purposes, but it has been realized that teachers' and students' awareness of the students' cumulative scores in continuous assessment has some consequential effects on the Junior School Certificate Examination (JSCE). Based on the findings of this study, it is reasonable and logical to assume that the data generated from a rigorously and honestly conducted continuous assessment test could among other things, assist in predicting performance of students' in the final examination as both are drawn on the same curricular contents.
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