Abstract
Information obtained from continuous assessment may be used for summative or formative purposes. While one purpose may not be more important than the other, caution should be exercised in their use so that one is not compelled to obliterate the other. In school assessments, teachers may wish to use regular tests which they term as continuous assessment to find out about students’ learning but Black and Wiliam (2003) are of the opinion that the current approach of giving frequent short quizzes and the types of questions used are not supporting students’ learning.
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Amedeker, M.K. (2014). The Contributions of Continuous Assessment to the Improvement of Students’ Learning of School Science. In: Asabere-Ameyaw, A., Anamuah-Mensah, J., Dei, G.S., Raheem, K. (eds) Indigenist African Development and Related Issues. Anti-colonial Educational Perspectives for Transformative Change. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6209-659-2_7
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DOI: https://doi.org/10.1007/978-94-6209-659-2_7
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