The study examines compliance with the 9 – year English studies curriculum proposition that after each topic students’ performance in oral English be evaluated. The design adopted for the study was the descriptive survey. Two objectives and their corresponding research questions were used to guide the research. 210 teachers of English and 384 students from public, community and private secondary schools across the seven zones of Education formed the respondents for the research questionnaires. Two sets of questionnaires developed by the researcher, were used for data collection. Forty eight teachers were also observed in real class teaching – learning situation. The findings as check – mated by classroom observation revealed neglect of evaluation of the aural – oral skills contrary to the provision of the 9 – year English Studies Curriculum. Where the tests were carried out. They were lop – sided in favour of productive skills. Among the recommendations given based on the findings is that In consonance with the 9 – year Basic Education English Studies Curriculum, after each lesson and each topic, schools management, inspectors and supervisors, should ensure that students’ oral performance is adequately evaluated.
Keywords: Compliance, Curriculum, Evaluation, Examination, Language Testing, aural – oral skills
