Despite the advantages and visible contributions to learning, continuous assessment practices have been long overlooked and over ridden by school administrators and teachers alike which has therefore become imperative, a cause for concern to the researchers. The study was conducted to assess Continuous Assessment Practices (CAP) in Upper Basic Education Schools in Calabar Municipality of Cross River State, Nigeria. Based on this purpose, two research questions were raised to guide the study. The survey research design was utilized. A sample of 100 teachers was randomly selected from 5 Public Primary Schools from a population of 1000 teachers. The instrument used for data collection was the Assessment of Continuous Assessment Practices Checklist. (ACAP-C). Simple percentages and component bar charts were used to analyze teachers’ responses. Results indicated that majority of the teachers supported the feedback mechanism. Also, teachers are of the opinion that the cognitive domain is the main focus of measurement and less attention is being paid to the other domains of learning. Based on the findings of the study, it was concluded continuous assessment practices are not adequately followed and efficiently delivered in the area of study. The study recommended that classroom teachers should be encouraged to take continuous assessment seriously and to pay more attention to how it is practiced as it concerns testing the pupils, giving them feedback within the term and assessing the three domains of learning.