CONTINUOUS ASSESSMENT IN INTEGRATED SCIENCE: A PRACTICAL GUIDE FOR THE CLASSROOM TEACHER. By N. E. U. INYANG

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Introduction:
The success of continuous assessment in the school system greatly depends on the ability of the teacher to produce and use assessment/evaluation instruments which meet the requirements for continuous assessment. The construction of aspects of assessment/evaluation instruments which fall under the Cognitive Domain of learning form the subject mutter of this paper.
The paper groups the six levels of intellectual processes of the cognitive domain into three – Knowledge level, Comprehension level and Higher level – application, analysis, synthesis and evaluation for the purpose of developing appropriate instructional objectives and constructing suitable test items. For each of these groups the paper offers guidance or raises questions which the teacher should answer to enable him construct standard multiple-choice, short answer and essay test items using an aspect of the Junior Secondary School Integrated Science Core Curriculum — “Non-living: Components of the Environment“ for Year 2.
Finally the paper offers steeps to be adopted by the teacher to help remove the problems involved in test construction.

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Citation
Inyang, N. E. U. (1983): “Continuous Assessment in Integrated Science. A practical guide for the classroom teachers”. STAN 24th Annual Conference Proceedings. pp. 201-208. Ketu-Lagos: Gilbert, Grace Gabriel Associates.

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