Status and Challenges of Implementation of Continuous Assessment in Secondary Schools of South Omo Zone
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Date
2019-06
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Addis Ababa University
Abstract
The purpose of this study was to investigate status and challenges of implementation of continuous assessment in secondary schools of south omo zone. To this end, quantitative and qualitative approach of the research design was employed, descriptive survey methods were used. Data were gathered from both primary and secondary sources. The primary sources were principals, supervisors, teachers and students. The secondary sources were documents include student mark list, teachers' daily assessment report, rosters and report cards. Both quantitative and qualitative data were collected using different data collection instruments such as questionnaires, interview and documentary analysis were employed for the study to collect primary and secondary data. Quantitative data which is collected through questionnaire from teachers and students were organized, tabulated and described quantitatively, using percentage, frequency, table, and description with the help of SPSS of version 20. These statistical tests were used for the purpose of testing different information from the respondent groups. Besides qualitative data was narrated qualitatively using words, phrases, statements and paragraphs obtained from interview, open-ended questions. By using simple random and purposive sampling techniques out of out of 4701 population, 307 individual are taken as sample for the study. Simple random sampling technique was employed to select students and teachers. Purposive sampling was used to select principals’ and supervisors. The data analysis led to the following major findings of this study include very weak document handling, and poor record keeping of Continuous Assessment achievements, less learners’ involvement in their own assessment. Many assessment techniques were used improperly. The study also found that large class sizes, inadequacy of text books and school infrastructures, lack of manuals, weak follow up, support and feedback system on the implementation of Continuous Assessment, lack of course opportunity for teachers were the challenges that hinder the implementation of continuous assessment in South Omo Zone secondary schools. For further improvement, school based course, adequate and updated manuals, advanced follow up, support and immediate feedback on the implementation of Continuous Assessment, and fulfillment of school infrastructures are suggested as ways for improving the implementation of continuous assessment in South Omo Zone secondary schools.
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Education