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This continuous assessment approach also allows the teacher in better planning for the term and making regular and necessary adjustments as the term progresses. They will know in the course of the term what is working for the students, he will hence be determined to look for what else he can do to help the students and change in direction if need be.
Generally, the continuous assessment is the best way to go since the teacher and the students are able to work in unison towards complementing the weaknesses that the student may have and compensate with the strengths that they have, all in an effort to ensure the weaknesses of the student are not left undetected until it is too late and also that the strengths of the student are identified and used appropriately to help the student (University of Connecticut, 2014).
The counterpoint that stands for one shot examination is popular among some people since they feel that the students who make it at...
The view is also held by many as a true approach to assessment due to the fact that they feel most aspects of life do not have second chances and the student must hence give the perfect shot once and for all. This argument also holds that these continuous assessment gives room to the lazy students since they know they will have another chance to redeem their grades. This argument or perspective is largely flawed since it only caters for a small number of students who are categorized as fast learners and ignores the slower learners and even the special needs students.
References
University of Connecticut, (2014). Why Assessment. Retrieved April 22, 2014 from http://www.assessment.uconn.edu/why/index.html
Zakhe F., (2007). The role of continuous assessment in primary school. Retrieved April 22, 2014 from http://uzspace.uzulu.ac.za/handle/10530/531
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