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The State of Continuous Assessment Practices in Secondary Schools of Oromia Special Zone: Challenges and Prospe

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dc.contributor.advisor Nega, Mulugeta (PhD)
dc.contributor.author Amenu, Takele
dc.date.accessioned 2018-07-04T08:12:46Z
dc.date.available 2018-07-04T08:12:46Z
dc.date.issued 2012-11
dc.identifier.uri http://localhost:80/xmlui/handle/123456789/6270
dc.description.abstract The Purpose of this study was to investigate the State of Continuous Assessment Practice in secondary schools of Oromia Special Zone Surrounding Finfinne. For this study, mixed method and descriptive survey research was employed; both quantitative and qualitative data were gathered through questionnaire, interviews and documents. Of the total sample size of the two study groups, 63 (87.5%) of the teachers and 197(89.95%) of students filled in and returned the questionnaire. In addition, five school principals and five secondary school supervisors were interviewed. The collected data were analyzed using frequencies, percentages and chi-squares. Some of the major findings were: Most teachers had incomplete understanding about continuous assessment in that they concentrated on summative components of assessment; they didn’t include a variety of continuous assessment tools in their plan and did not use in the class room activities. Thus, the practice of continuous assessment is low. Moreover, it was found that most of the teachers considered continuous assessment as a series of paper and pencil test activities to measure students’ performance. Most teachers see continuous assessment as tiresome and more time consuming. Regarding continuous assessment guideline, almost the majority of teachers replied that there was no continuous assessment guideline to measure practical skills. There was a great difference among schools in practicing continuous assessment from planning up to implementation. Thus, to improve the situation, it is recommended that: Preparing manuals and guidelines for the front line practitioners and efforts should be made to create awareness continuously for students, teachers, school principals and educational experts. Conducting training and different workshop with those concerned bodies is more advisable to increase the understanding in the area. Teachers are expected to plan and involve students by providing tasks in the continuous form en_US
dc.language.iso en en_US
dc.publisher Addis Ababa University en_US
dc.subject Education en_US
dc.title The State of Continuous Assessment Practices in Secondary Schools of Oromia Special Zone: Challenges and Prospe en_US
dc.type Thesis en_US


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