The Perception and Implementation of Continuous Assessment of Efl Teachers The Case of Debub Ethiopia Teacher Education College
| dc.contributor.advisor | Alemayehu, Tibebe (PhD) | |
| dc.contributor.author | Aragaw, Sileshi | |
| dc.date.accessioned | 2018-07-09T08:48:32Z | |
| dc.date.accessioned | 2023-11-09T15:33:15Z | |
| dc.date.available | 2018-07-09T08:48:32Z | |
| dc.date.available | 2023-11-09T15:33:15Z | |
| dc.date.issued | 2007-07-16 | |
| dc.description.abstract | As many scholars point out even though continuous assessment can be used to judge the language achievement of students, the primary purpose of using continuous assessment is to improve students' learning and guide teachers' instruction. In order to implement continuous assessment effectively teachers should have well developed knowledge and skills in this assessment type. In addition to this, teachers should employ various assessment devices, such as observation, self assessment, and reflective journals and involve students in the process of assessment. If continuous assessment is not practiced properly, it may hinder the instruction process. The study was conducted to find out how EFL teachers of Debub Ethiopia Teacher Education College perceived continuous assessment and to determine to what extent they were implementing it. The participants of the research were 11 EFL teachers and 127 third year EFL students. Data for the study were gathered through questionnaire and interview. The results were analyzed quantitatively and qualitatively. The findings of the study revealed that EFL teachers of Debub Ethiopia Teacher Education College had inadequate knowledge about the principles and purposes of continuous assessment. They also indicated that the teachers used the assessment primarily to judge the English language achievement of the students. Moreover, the findings showed that the teachers did not allow students to actively participate in the different aspects of the assessment process. Based on the findings, it was recommended that for the successful implementation of continuous assessment, the EFL teachers should get continuous training on principles, purposes and implementation of continuous assessment. In addition to this, they should implement this assessment for its prime goal by involving students in the assessment process | en_US |
| dc.identifier.uri | http://10.90.10.223:4000/handle/123456789/7302 | |
| dc.language.iso | en | en_US |
| dc.publisher | Addis Ababa University | en_US |
| dc.subject | Food Security | en_US |
| dc.title | The Perception and Implementation of Continuous Assessment of Efl Teachers The Case of Debub Ethiopia Teacher Education College | en_US |
| dc.type | Thesis | en_US |