Factors Affecting Implementation of Continuous Assessment In Some Selected Second Cycle Primary School of Kirkos Sub City, Addis Ababa.

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Addis Ababa University


The purpose of this study was to explore understanding of teachers continuous assessment , the practice of implementing Continuous assessment and factors affecting implementation of continuous assessment and about challenges of implementing continuous assessment. To address these objectives, descriptive surrey research method was employed. The subjects in this study were teachers and directors in the second cycle primary schools. Using availability sampling techniques for directors and simple random methods for teachers from six second cycle primary schools were taken. To analyze the collected data, both Quantitative and qualitative methods were used. The results revealed that teachers in the sample schools reflected two different perceptions regarding continuous assessment. Moreover, the findings indicated that continuous assessment has not been fully practiced in the second cycle primary schools yet as desired for a number of problems. The study also found that large class size, weak follow up, support and feedback system on the implementation of learners’, lack of training opportunity for teachers and supervisors were the major challenges of continuous assessment. To overcome this problem of continuous assessment, on the job training, adequate and updated manuals, advanced follow up, support and immediate feedback on the learners , implementation continuous assessment were suggested solutions to the proper implementation of continuous assessment.



Factors Affecting Implementation, of Continuous Assessment in some