Influence of School Type and Location on Primary School Pupils’ Continuous Assessment Scores and Cognitive Placement Test Scores in Delta State

Abstract

Continuous assessment (CA) plays a crucial role across all levels of education. According to the National Policy on Education (2014), CA is summative, formative, cumulative, and guidance-oriented. This study was motivated by concerns about variations in the quality of tests and inconsistencies in scoring and grading procedures among schools. The findings aim to assist policymakers in leveraging the strengths of CA and contributing to existing literature on the subject. The study examined the influence of school type and location on primary school pupils' continuous assessment and cognitive placement test scores in Delta State. Guided by four research questions and hypotheses, the study sampled 459 primary school pupils from 27 Delta North Senatorial District schools, selected from a population of 22,950. Using data from the 2019/2020 academic year, the study employed a descriptive survey design and analyzed continuous assessment and cognitive exam scores. Statistical tools such as Pearson's Product Moment Correlation, mean/standard deviation analysis, and correlation analysis were used to address the research questions and test the hypotheses. The findings revealed that CA scores provided by teachers are valid predictors of pupils' performance on cognitive placement tests. Furthermore, the predictive validity of CA scores was independent of school type and location. The study recommends that continuous assessment be prioritized and that the government regularly organize workshops, seminars, and in-service training programs to enhance the effectiveness of CA and cognitive placement tests in primary schools.