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Please use this identifier to cite or link to this item: http://hdl.handle.net/123456789/3880

Advisors: Dr. Dejene Leta
Keywords: VALIDITY
Copyright: Jan-1994
Date Added: 22-Nov-2012
Publisher: AAU
Abstract: In this study an attempt was made to find out whether or not continuous assessment in the teaching of English is more effertive than the non-continuous traditional assessment practised in our hi~h schools. To test this. an experiment was conducted for ten weeks in which a sample population of 138 Grade Eleven Students in two groups (74 control and 64 experimental) took part. A teaching material was prepared along the principles of the 'Communicative Approach' and given to both groups. The statistical test made on the pre-test scores of the study and control groups showed no significant difference. Nevertheless, in the post-test scores obtained, the study group performed better than the control group at a si~nificance level of O.OS. The study being essentially a testing approach was interested in investigating the validity. reliability and feasihility of continuous assessment. The better scores of the study group on the post-test reveal the effectiveness of the new method tried. Moreover, the responses from the student questionnaire validate this view. The aggregate scores obtained from the continuous assessment and from the post-test were correlated to test reliability. The result shows a very strong positive correlation. The feasibility of continuous assessment in the present circumstances is rather strongly doubted. The low morale of Both students and teachers and the high-teacher ratio are believed to be among the major practicality constraints worth maintaining.
URI: http://hdl.handle.net/123456789/3880
Appears in:Thesis - Teaching English as a Foreign Language

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