Impact of Continuous Assessment on Students’ Learning Outcomes in Basic Science in Nasarawa State

This study examines the impact of continuous assessment on students' learning outcomes in Basic Science in junior secondary schools in Nasarawa State, North Central Nigeria. Continuous assessment was introduced as a policy instrument to provide a holistic and ongoing evaluation of student learning beyond terminal examinations. However, its effectiveness across Nigerian states remains inconsistent due to implementation challenges. The study adopts a descriptive survey design, targeting 300 Junior Secondary School Two teachers and students from schools in Lafia, Keffi, and Akwanga local government areas. Data were collected using a continuous assessment practice questionnaire and students' cumulative learning outcome scores from school records. Descriptive and inferential statistics, including Pearson correlation and regression analysis, were used for data analysis. The study applies the Assessment for Learning framework as its theoretical guide. Findings are anticipated to show a significant positive relationship between structured continuous assessment practice and student learning outcomes in Basic Science. The study also examines teacher training adequacy in continuous assessment administration and record keeping. Recommendations will address the Nasarawa State Ministry of Education and the National Educational Research and Development Council on strengthening continuous assessment systems through teacher capacity building and standardised record management tools. The study contributes to ongoing debates about examination-centred versus competency-based evaluation systems in Nigerian secondary education and informs teacher education on assessment design. Keywords: continuous assessment, learning outcomes, Basic Science, Nasarawa State, formative evaluation