THE RELATIONSHIP BETWEEN TEACHERS’ CONTINUOUS ASSESSMENT PRACTICES AND LEARNERS’ PERFORMANCE IN PRIMARY SCHOOLS IN KARONGA DISTRICT IN MALAWI

Abstract

Literature reports that making regular assessments of each learner‟s performance, while at the same time teaching, is the major problem of continuous assessment among teachers in primary schools. However, a well coordinated holistic continuous assessment could improve the performance of all learners and ultimately education standards. Specifically, this study sought to investigate the continuous assessment practices and the value they add to teaching and learning. To achieve this goal, the study investigated the number and type of continuous assessments given by teachers to their learners. The study also investigated the relationship between performance on continuous assessment and performance on summative assessment. The study employed the descriptive survey research design. Quantitative data generation methods and multistage sampling were utilised. The findings from the study suggest that teachers find it difficult to meet the minimum recommended number of continuous assessment. In addition, Teachers continuously give learners paper and pencil tests assessing the lower levels of the cognitive domain. Teachers also contradict themselves on what they say they do and what they actually do. However, there is a strong positive relationship between performance on continuous assessment and performance on summative assessment.