An Evaluation of the Implementationof Continuous Assessment of Efl Writing Skill at Sheraro Secondery School: Grade 9 in Focus
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Date
2024-08
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Addis Ababa University
Abstract
The main purpose of this study was to evaluate the implementation of continous assessment (CA) in grade 9 EFL writing skill at Sheraro Secondary School of North Western Zone, Tigray Regional state. While pursuing this purpose, the research has tried to address four major research questions. These were (1) to what extent teachers do implement CA in writing skills at Sheraro secondary school? (2) What are the factors that hindered implementation of effective writing assessment? (3) What are the attitude of Sheraro secondary school teachers and students towards CA in EFL writing skills? And (4) what are the possible strategies that enable to mitigate factors affecting CA in EFL writing implementation in Sheraro Secondary School? In order to address these research questions, descriptive survey design method was employed. Consequently, the study considered one governmental secondary school from-the woreda through convenience sampling technique. By so doing, the study relied on 2 school principals, 5teachers and 3wereda education office (selected through purposive sampling) and 90 students (selected through systematic random sampling technique). Questionnaire, interview, document analysis and class room observation were the instruments used for data collection. The questionnaires were administered to students while the interview was undertaken with school principals, wereda education office and English teachers. The data obtained through questionnaires were quantitatively analyzed and interpreted in light of available literature and statistical package for social science (SPSS) was used to analyze the quantitative data. Whereas the information obtained through interview, documents analysis and observation were qualitatively described to supplement the quantitative data. The results of this study reveal that though the attitude of teachers and students toward CA in EFL writing was positive, the level of practice of CA in EFL writing was found to be low. Furthermore, shortage of time , lack of teachers’ commitment, lack of teaching resources, unavailability of facilities, teachers’ high workload, lack of teachers commitment , were among the factors that hindered the implementation of CA in EFL writing . It has been recommended that teachers should prepare the check lists to record students learning progress in implementing EFL writing and discuss with them. And creating awareness, consistent and intensive short-term and long-term training for teachers ‘commitment should be offered on the implementation of CA in EFL writing to improve their instructional practice in class room to overcome the challenges of implementation of CA in EFL writing. Besides, to solve the factors that hinder the proper implementations of CA in EFL writing skill, the school administrative body ought to create conducive environments that helps for teachers’ sufficient preparation and working time and provision of educational materials and resources to implement CA in EFL writing in their class.
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Continous Assessment