Abstract
Assessment has the potential to enhance Mathematics learning and to promote student’s interest in mathematics. In order to evaluate the new educational system, one policy that cuts across all educational levels throughout Nigeria is that on Continuous assessment which is enquiring into the learner’s competence, knowledge, attitude and skill through various student profile using different assessment methods to improve mathematics learning and performance. The study examined process variables as determinant of mathematics continuous assessment practice in senior secondary schools in South West Nigeria. It attempted to find out the path coefficients of process variables and their relative contribution to the practice of continuous assessment in mathematics in senior secondary schools. The sample consisted of 300 stratified random selected mathematics teachers from senior secondary schools from 60 randomly selected senior secondary schools in South West Nigeria. Data collected was through self constructed questionnaire centred on process variables and mathematics continuous assessment practice (cognitive, affective and psychomotor domains). Result shows that the continuous assessment practice in the school system is based mainly on the assessment of cognitive domain. Teachers do not factor affective and psychomotor domains to the overall performance of the students.
