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Addis Ababa University Libraries Electronic Thesis and Dissertations: AAU-ETD! >
Institute of Language Studies >
Thesis - Teaching English as a Foreign Language >
Please use this identifier to cite or link to this item:
http://hdl.handle.net/123456789/3880
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| Title: | CONTINUOUS ASSESEMENT: ITS VALIDITY, RELIABILITY AND FEASIBILITY |
| Authors: | BOGALE, TESSEMA |
| Advisors: | Dr. Dejene Leta |
| Keywords: | VALIDITY
RELIABILITY
CONTINUOUS ASSESSMENT
FEASIBILITY |
| 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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