Comparing the Differences in Implementing Continuous Assessment in EFL Classrooms in Selected Government and Private Primary Schools
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Date
2014-08
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Addis Ababa University
Abstract
The main purpose of the study was to compare the differences in implementing continuous assessment in selected government and private primary schools in EFL classrooms. The participants of the study were 35 EFL teachers and four principals from four selected primary schools: two government and two private schools. Data were gathered through questionnaires, interviews and document analysis. The data that were gathered through closed-ended questions were analyzed quantitatively while open-ended questions, interviews and document analysis were analyzed qualitatively.
The study revealed that EFL teachers of both government and private schools get benefits from the implementation of continuous assessment in EFL classes. It also showed that private primary schools (PPS’s) implement continuous assessment in a better manner than that of government primary schools (GPS’s). Teachers of these schools did not use as many continuous assessment devices as private primary school teachers. Besides, the study indicated that the implementation of continuous assessment in EFL classes has helped EFL teachers identify slow and fast learners. However, appropriate remedial works and additional stimulation activities had not been given for slow learners. Even though teachers of both types of schools used record books, it was similar with that of traditional/conventional assessment record books. But it was clear that private primary schools (PPS’s) used better record books than (government primary schools) GPS’s. Private primary schools applied different continuous assessment devices which help students improve their language competence. The study also pointed out that EFL teacher faced challenges that prevented them from implementing continuous assessment effectively. The challenges they faced varied from school to school. The measures/solutions that were taken by EFL teachers to overcome the challenges were not satisfactory unless some sort of series assistance was given from stake holders. Based on the findings recommendations was forwarded.
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Government and Private Primary Schools