The importance of evaluating
learning outcomes, using wide variety of instruments and containing data from a
wide variety of sources, rather than the use of one-shot and one-type
examinations, have long been recognized worldwide, hence the Federal Government
of Nigeria, mandated in 1982 the use of evaluations of this nature, known as
continuous assessment, in Nigeria schools, Several problems, confronted it’s
planning and implementation. The authors of this study went out in the field to
evaluate the nature and scope
of this activities and problems that have to do
with implementing continuous assessment in Nigerian primary schools. The
findings of this study suggest that, by and large the continuous assessment
procedure is accepted in preference to the previous narrower scope of one-shot
evaluation, but many problems continues to threaten the benefits derivable from
using this method to evaluate primary school pupils.