Practices and Challenges of Continuous assessment In Government Secondary Schools In Kellem Wollega Zone, Oromia Regional State
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Date
2021-08
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AAU
Abstract
The purpose of this study was to investigate the continuous assessment practice and challenges
of government secondary school in Kellem Wollega Zone. For this study, survey research
method, descriptive design and simple random sampling techniques were employed. The study
involved 8 secondary schools which were randomly selected. A total sample of 391 students, 217
teachers, 8 principals, 13 vice-principals and 4 Woreda education office heads were selected for
the study. Data gathering instruments were questionnaire, interview, and observation. The
quantitative data analyzed using percentage and frequency; the qualitative data was analyzed
using interpretative way. The study result shows low practices of continuous assessment. The
indicator of this study result were moderate level of understanding, sometimes include CA in the
assessment process, most teachers used test regularly, and most teachers when necessary use
continuous assessment tools. In addition the implementation of CA was affected by lack of
training, lack of time, large class size and lack of resource. Based on the major findings and
conclusion drawn possible recommendations were made: School administrators and WEO are
expected to give support and motivation for teachers on the CA and to make conducive
environment in the learning process; policy makers, MOE and REB are expected to prepare and
give continuous training for teachers and re-designing curriculum for better implementation of
continuous assessment.
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Keywords
assessment, evaluation, continuous assessment, practice, implementation, challenge, formative assessment, Summative assessment, Secondary school