Practice and Challenge of Continuous Assessment in Government Secondary School In Doyogena Town
No Thumbnail Available
Date
2025
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Addis Ababa University
Abstract
The purpose of this study was to investigate the practice of continuous assessment in Doyogena Secondary School and to identify the magnitude of challenges that hinder its implementation. Research Desgn was used simple random sampling which is proportional to their size basing on class strata was employed. By taking sample size calculation formula, researcher takes that the numerical value of 621 total sample sizes from the target population. Through the proportionality rule from total population of 156 grade 9 students researcher draws 23 participant samples; from total population of 155 grade 10 students a researcher draws 23 participant samples; from total population of 159 grade11 students a researcher draws 24 participant samples and from total population of 151 grade 12 students a researcher draws 23 participant samples. Accordingly total sample size from all class was 93,The quantitative data were analyzed using descriptive statistics (frequency, percentage, mean and standard deviation) and inferential statistics (one way ANOVA and independent samples t- test) whereas;the qualitative data were analyzed through thematic analysis and expressed by used verbal descriptions. Based on the analysis, it was found that though teachers had appropriate knowldge and skills concerning continoues assessment, it was not implemented in the expected manner in secondary schools of Doyogena Town Administration. That is, the implementation of continoues assessment was not frequent. The formative purpose of continoues assessment was not implemented and students were not meaningfully and purposefully involved. Appropriate feedback was not provided and various assessment strategies were not used in the implementation. It was also found that the practice of continoues assessment was challenged by many factors of which large class size, teachers negative attitude, lack of resources, teachers‟ workload, students less interest and absence of uniform continoues assessment implementation procedures were the most serious one. Moreover, it was also found that teachers had negative attitude towards the implementation of continoues assessment. Based on those findings, it was concluded that teachers did not use their knowledge and skills to properly implement
x
continoues assessment and measures related to continoues assessment challenges were not taken by the concerned bodies. Hence, some recommendations were forwarded as a solution for the identified problems.
Description
Keywords
Continuous assessment, Practice and Challenges