The crux of every level and type of education in both developed and developing economies is to ameliorate the training of humanity. This training enhances the capability of an active and productive individual. It is incontrovertible to emphasize that the central part of the educational process is the quality of the learning gained by the learners. Learners can be extremely busy attending to classes, studying at the library, science laboratories, having team studies, and other forms of learning without profitable assimilation that will ensure that learning has actually taken place.

See Samples Of Undergraduate Project Materials For Students On Continuous Assessment

Teachers can as well abstain from absenteeism, chronic lateness, attend seminars and workshops to acquire apposite knowledge and germane skills beneficial to students, teach with the best method and utilize the required instructional materials without ascertaining that learning has actually taken place in the education institutions especially at the secondary level of education in Nigeria
CONTINUOUS ASSESSMENT
Continuous Assessment is any assessment approach which should depict the full range of sources and methods teachers use to gather, interpret and synthesize information about learners; information that is used to help teachers understand their learners, plan and monitor instruction and establish a viable classroom culture. Continuous assessment should involve a formal assessment of learners’ affective characteristics and motivation in which they will need to demonstrate their commitment to tasks over time, their workforce readiness and their competence in team or group performance contexts. From these definitions, one could infer that continuous assessment is a mode of evaluation and certification of learning outcome that takes into account the learners performances in the area of cognitive, affective and psychomotor domain of educational objectives. It considers everything the child does in school assessed through test, assignment, interviews, observation, examinations etc. beginning from the first day he enters a given course of study. It accumulates information obtained in respect of a child with a view of using them guide and shape his learning from time to time. In another development, continuous assessment is an assessment approach which involves the use of a variety of assessment instruments, assessing various components of learning, not only the thinking processes but including behaviours, personality traits and dexterity. Continuous assessment also takes place over a period of time. Such an approach would be more holistic, representing the learner in his/her entirety. It begins the decisions that the teachers and administrators make on the learners regarding end-of-year grading and promotion
STUDENTS ACHIEVEMENT
Academic achievement represents performance outcomes that indicate the extent to which a person has accomplished specific goals that were the focus of activities in instructional environments, specifically in school, college, and university. School systems mostly define cognitive goals that either apply across multiple subject areas (e.g., critical thinking) or include the acquisition of knowledge and understanding in a specific intellectual domain (e.g., numeracy, literacy, science, history). Therefore, academic achievement should be considered to be a multifaceted construct that comprises different domains of learning. Because the field of academic achievement is very wide-ranging and covers a broad variety of educational outcomes, the definition of academic achievement depends on the indicators used to measure it. Among the many criteria that indicate academic achievement, there are very general indicators such as procedural and declarative knowledge acquired in an educational system, more curricular¬based criteria such as grades or performance on an educational achievement test, and cumulative indicators of academic achievement such as educational degrees and certificates. All criteria have in common that they represent intellectual endeavors and thus, more or less, mirror the intellectual capacity of a person. In developed societies, academic achievement plays an important role in every person’s life. Academic achievement as measured by the GPA (grade point average) or by standardized assessments designed for selection purpose such as the SAT (Scholastic Assessment Test) determines whether a student will have the opportunity to continue his or her education (e.g., to attend a university). Therefore, academic achievement defines whether one can take part in higher education, and based on the educational degrees one attains, influences one’s vocational career after education. Besides the relevance for an individual, academic achievement is of utmost importance for the wealth of a nation and its prosperity. The strong association between a society’s level of academic achievement and positive socioeconomic development is one reason for conducting international studies on academic achievement, such as PISA (Programme for International Student Assessment), administered by the OECD (Organisation for Economic Co¬operation and Development). The results of these studies provide information about different indicators of a nation’s academic achievement; such information is used to analyze the strengths and weaknesses of a nation’s educational system and to guide educational policy decisions. Given the individual and societal importance of academic achievement, it is not surprising that academic achievement is the research focus of many scientists; for example, in psychology or educational disciplines. This article focuses on the explanation, determination, enhancement, and assessment of academic achievement as investigated by educational psychologists.
STUDENTS INTEREST IN LEARNING
In the education process, almost all skills, knowledge, habits, and attitudes are developed through the learning process. Achieving good learning outcomes involves several components, such as interests, talents, good psychological factors, abilities, motivation, attitudes, maturity, discipline, and others. The term 'interest' is an ill-defined term used in many discussions of language teaching materials. 'Interest' is also a missing anomaly in language teaching/ learning research, although it has been widely discussed and researched in general education and various disciplines. Interest and knowledge develop and influence how an individual engages in current and subsequent tasks, given the inherent linkages between these emotions and cognitive structures. This resultant persistent interest affects the ease and likelihood that material will be encoded in a student's memory. Individual interest can be conceptualized in two ways: disposition and an actualized state. An individual's dispositional interests are enduring characteristics that are assumed to exist over time. From this perspective, interest is thought to influence learning in most, if not all, situations.
CONTINUOUS ASSESSMENT AND STUDENTS INTEREST IN LEARNING
Students’ learning interest is an academic and conventional feedback expected from individual students during and after a specific level of education. Some students portray negative attitudes after lengthy academic years with a special and prodigious course of study in famous and unique educational institutions. Students’ learning interest is the expected behaviour generated by a child after a thorough study in an educational institution. Continuous assessment brings about positive and adequate learning competition amongst students because every individual strives to win the race in all classroom activities; test, quiz, debate, class work, behavioural attitudes, observation, homework and special projects. These aforementioned dictums stimulate self-learning amongst students in schools. Self-learning increases students’ morale and arouses their interest to study harder. Self-learning strategy brings about positive and productive behavior of students to learning which results into developmental and progressive outcomes. It is expedient to explicate that educational assessment, results into self-learning which as well produces positive attitudes, progressive mindset, developmental changes, mental and psychomotor development, competitive advantage and accelerated training of humanity. He concluded that assessment such as assignment, homework, test and craft promote learning.