CHAPTER ONE
INTRODUCTION
1.1    BACKGROUND OF THE STUDY
 Continues assessment is a relatively innovation in the Wayne’s educational system. It refers to a system of assessment, which is carried out at pre-determined intervals for the purpose of monitoring and improving the overall performance of students and of the teaching – learning process (Okpala, Onocha and Oyediji 1993).
Examination is a formal written, oral or practical test especially at school or college to see how much learners know about a subject or what he/she can do that is (some one ability).
Education has to do with the transfer of knowledge from one generation to another. These are the philosophy behind the introduction of the variables contained in the title of the investigation.
Beaton et al (1996) opined that the rise of continuous assessment between countries used as measure of all the overall quality of education as a consequence, assessment has acquired an importance beyond merely providing some kinds of reliable and valid measure of Childs knowledge and understanding, the emphasis has shifted to it becoming a measure of the individual teachers capabilities than when sum across the country a measure of the effectiveness of the quality of the educational system as a whole (Falayajo 1979)
Hasting and Madaus (1981) defined continuous assessment as the use of systematic evaluation in the process of curriculum construction teaching and learning processes.
Continuous assessment is also explained as the systematic determination of the extent of students progress or lack of it in school subjects including attitude and values from the first day students steps into the school up to and including the last day in it (Ohumche 1998)
1.2    STATEMENT OF THE PROBLEM
Students performance in examination varies some perform very well while others perform poorly. There are many factor responsible for this differentials performance among others factors are teachers method of teaching availability or otherwise of the necessary laboratory equipments, study habits pattern of the students.
It is also been suggested that apart from the above factors students performance in the continuous assessment can determine how they perform in the actual examinations. Therefore this study seeks to find the relationship between students assessment score and examination scores in Education.
In addition, the urgent need to promote learning and improve performance in college of education Abeokuta district resulted into a range of related but different developments in continuous assessment at classroom levels. The resultant feature has been inconsistent performance of students “in “A” level examinations national wide and performance still varies from school to school. This undetermines the future of many students that are in schools that persistently perform poorly. What therefore remains disturbing is whether a relationship between continuous assessment strategies adopted by teachers in “A” level secondary schools of masaka district with students “performance in final examinations.