Browsing by Author "Diensa Muluken"

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    Current Status, Practice and Problem of Continious Assessment in Secondary Schools in South Gondar
    (Addis Ababa University, 2012-06-01) Diensa Muluken; Yalew Engdayehu
    The purpose of this study was to assess the practices that were carried out by South Gondar secondary schools in implementing continuous assessment, and to investigate those factors that were constraining such endeavors. To this effect, descriptive survey method was employed. The data were collected from 87 teachers, 400 students, in order to get sufficient data, 6 school principals, 6 educational supervisors and 2 zonal supervisors of 6 high schools were also interviewed. Questionnaire, interview and document analysis were used as instruments of data collection. Gathered data were analyzed using frequency counts and percentage. Qualitative data were also analyzed qualitatively. The findings of the study revealed that both the teachers and students have positive attitude towards continuous assessment implementation. However, the practice of continuous assessment was very low because the awareness level of teachers and student were low. Majority teachers were mostly used class work, homework as continuous assessment technique however, most important assessment techniques project work, field work were rarely used by teachers. This implies that teachers are not effectively implemented continuous assessment in assessing their students educational performance. Finally, recommendations were put forward based on the major findings to minimize the problems affecting the effective implementation of continuous assessment. Firstly, provision of training should be held on how to practice CA to guide teachers in preparing tasks and activities and to equip them with skills to carry out quality continuous assessment. Secondly, School principals and management should distributed clear continuous assessment guidelines to all teachers. In addition, school administration supervises and support implementation of continuous assessment.
  • No Thumbnail Available
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    Current Status, Practice and Problem of Continious Assessment in Secondary Schools in South Gondar
    (Addis Ababa University, 2012-06-01) Diensa Muluken; Yalew Engdayehu
    The purpose of this study was to assess the practices that were carried out by South Gondar secondary schools in implementing continuous assessment, and to investigate those factors that were constraining such endeavors. To this effect, descriptive survey method was employed. The data were collected from 87 teachers, 400 students, in order to get sufficient data, 6 school principals, 6 educational supervisors and 2 zonal supervisors of 6 high schools were also interviewed. Questionnaire, interview and document analysis were used as instruments of data collection. Gathered data were analyzed using frequency counts and percentage. Qualitative data were also analyzed qualitatively. The findings of the study revealed that both the teachers and students have positive attitude towards continuous assessment implementation. However, the practice of continuous assessment was very low because the awareness level of teachers and student were low. Majority teachers were mostly used class work, homework as continuous assessment technique however, most important assessment techniques project work, field work were rarely used by teachers. This implies that teachers are not effectively implemented continuous assessment in assessing their students educational performance. Finally, recommendations were put forward based on the major findings to minimize the problems affecting the effective implementation of continuous assessment. Firstly, provision of training should be held on how to practice CA to guide teachers in preparing tasks and activities and to equip them with skills to carry out quality continuous assessment. Secondly, School principals and management should distributed clear continuous assessment guidelines to all teachers. In addition, school administration supervises and support implementation of continuous assessment