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ABSTRACT
This study seeks to evaluate teachers attitude and competency in implementing continuous assessment taking Oredo Local Government Area of Edo State as a case study. Educational development sustains the growth of the nation. As a result, with this ever-expanding industry, we need adequate assessment method that would show exactly what one wishes to know about the individuals. This explains why teachers attitude and competence in implementing continuous assessment is necessity for all teachers in the educational system in Nigeria. The survey research design was adopted for the study. To achieve the purpose of the study, three research questions were raised. The sample size of fifty senior secondary schools were used for the study. Data was collected with the aid of well-structured and valid questionnaires; the data collected were analyzed using simple percentages. The findings showed that teachers have inadequate knowledge of what continuous assessment entails. Majority of them have positive attitudes towards carrying out continuous assessment. It was also discovered that years of experience and area of specialization of teachers are significant predicators of teachers attitudes towards continuous assessment. Based on the findings of this study, the following recommendations were made; it was recommended that there is the need for teachers to stick to the guideline method of evaluation and implementation of continuous assessment e.t.c.
