The study examined the extent to which primary school teachers in Delta State, practice continuous assessment in line with the educational policy in Nigeria. Two research questions were drawn and two hypotheses formulated for the study. A sample of 1000 primary school teachers was randomly drawn using proportionate stratified random sampling technique based on sex and location of teachers. A 4-point scaled questionnaire was used. The validity of the instrument was determined through expert judgement and factor analysis. The instrument has face and construct validities. The reliability of the instrument was established Cronbach Alpha. A reliability coefficency of 0.90 was obtained as a measure of internal consistency The data collected were analyzed. The research questions were answered with the use of mean. The hypotheses were tested with z – test at .05 level of significance. The result showed that the extent of teachers practice of continuous assessment in line with the education policy was low. There was no significance difference between male and female teachers as well as rural and urban teachers on the practice of continuous assessment in line with the educational policy or National Policy on Education. It was noted that continuous assessment should be practice in line with the National Policy on Education.
Keyword: Assessment of Teachers, Continuous Assessment Practice, Educational Policy