Adult Education-Conference Papers

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Browsing Adult Education-Conference Papers by Subject "Continuous assessment"

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    Quality Assurance: Perceptions of Continuous Assessment Practice at the Undergraduate Level of some Nigerian Universities. Quality Assurance Mechanism in Nigerian Education.
    (Nigerian Academy of Education, 2012) Ilogu, G.C; Oke, C.O; Alade, O.M; Bakare, T.V
    Assessment is an aspect of quality assurance in Education. Assessment is a burning issue in many countries including Nigeria. This is because its use for placement of students, diagnosis of learning problems and certification. The Nigerian government in the National Policy on Education stipulates that the main mode of assessment at every level of education should be by Continuous Assessment (CA) and this has since been complied with by every institution of learning in the country. Observations show that CA practice is open to series of abuses, hence it is being closely monitored at the Primary and Secondary schools’ levels of education but this cannot be said of the tertiary level of education. Undoubtedly, the need to closely monitor CA practice in tertiary institutions, particularly in universities, cannot be ignored because of the major function of certifying the specially trained personnel for the society in her various areas of need. Perception is a construct known to affect what a person sees, how it is seen and how the person reacts to situations and things generally. The study looked at the perceptions of CA practice at the undergraduate level in Nigerian universities. Four research questions guided the study while the sample comprised 92 lecturers and 921 undergraduates. Ten universities (Federal and State) in Nigeria were used for the study. The survey research design was adopted for this purpose. The instruments used for data collection were Undergraduates Questionnaire for Continuous Assessment Practice in the Universities, and Lecturers’ Questionnaire for Continuous Assessment Practice in the Universities. Data collected were analyze using descriptive statistics. The result, among others, indicated a trend of negative perceptions of CA practice by Lecturers and students alike but in varying degrees. The implications of the findings for quality assurance in education were highlighted.