TEACHERS' PERCEPTIONS OF CONTINUOUS ASSESSMENT PRACTICES IN NIGERIAN SECONDARY SCHOOLS: A QUALITATIVE DESCRIPTIVE STUDY

Abstract

Continuous assessment (CA) is a key component of Nigeria's educational system, it is intended to provide systematic evidence of students' learning through multiple assessment activities conducted over time, thereby improving instruction and learning outcomes (Nitko & Brookhart, 2014). Despite its recognized value, concerns persist regarding its implementation and effectiveness. This qualitative descriptive study explored teachers' perceptions of continuous assessment in Nigerian secondary schools, focusing on their understanding, implementation experiences, challenges, and suggestions for improvement. Semi-structured interviews were conducted with purposively selected teachers from public and private secondary schools, and the data were analysed thematically. Teachers generally viewed continuous assessment as an effective means of monitoring students' progress, improving instruction, and promoting regular learning. However, its implementation is constrained by inadequate assessment literacy, large class sizes, insufficient instructional resources, administrative pressures, and poor institutional support. The study concludes that although teachers appreciate the pedagogical value of continuous assessment, systemic challenges limit its effectiveness. It recommends regular professional development, improved teacher-student ratios, provision of adequate assessment resources, and strengthened quality assurance mechanisms to enhance the credibility and effectiveness of continuous assessment practices in Nigerian secondary schools.