Please use this identifier to cite or link to this item: http://ir.library.ui.edu.ng/handle/123456789/2285
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dc.contributor.authorJonathan- Ibeagha, E.-
dc.contributor.authorOlopoenia, S. F.-
dc.date.accessioned2018-10-12T12:16:16Z-
dc.date.available2018-10-12T12:16:16Z-
dc.date.issued1998-12-
dc.identifier.issn1119-135X-
dc.identifier.other1998: Association for Research and Studies in Education, University of Ibadan, Nigeria 2(2),pp.100-105-
dc.identifier.otherui_art_jonathan-ibeagha_continous_1998_12-
dc.identifier.urihttp://ir.library.ui.edu.ng/handle/123456789/2285-
dc.description.abstractIn this paper, attempt was made to give the definition of and rational for Continous Assessment in Nigerian secondary schools. The origin, concept and characteristics of C. A were also highlighted. The operational techiques and short-comings of C. A practices in Nigerian secondary schools were discussed. Finally, recommendations to help ameliorate the existing problems in continuous assessment practices in Nigerian secondary schools were suggested.en_US
dc.language.isoen_USen_US
dc.titleContinous assessment (C. A) practices in Nigerian secondary schoolsen_US
dc.typeArticleen_US
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