Application of Continuous Assessment Practices in Science Education in Secondary Schools in Katsina State

This study evaluated the application of continuous assessment practices in Science Education in secondary schools in Katsina State, Nigeria. Continuous assessment, designed to provide ongoing evidence of student learning rather than relying solely on terminal examinations, is embedded in the Nigerian secondary school policy framework; however, its practical application varies considerably across schools and subjects. A descriptive survey design was employed. The sample comprised 200 Science teachers and 20 school principals from secondary schools across Katsina, Funtua, and Daura Local Government Areas. A Continuous Assessment Practices Questionnaire validated with a reliability coefficient of 0.79 was administered. Descriptive statistics and chi-square test were used in data analysis. Findings revealed that while most teachers conducted continuous assessment, the practices were largely limited to class tests and assignments rather than encompassing project work, oral assessments, and laboratory performance evaluation as stipulated by policy. Administrative workload, large class sizes, and inadequate orientation were cited as constraints. Schools where principals actively promoted assessment diversity recorded more comprehensive continuous assessment practices. Recommendations included revising the continuous assessment guide to include practical and portfolio components, training teachers in diverse assessment strategies, and reducing clerical burdens through simplified recording formats. Keywords: continuous assessment, Science education, secondary schools, Katsina State, assessment practices.