Teachers` Perceptions and Practices of Continuous Assessment in Mathematics Class in Dera Woreda General Secondary and Preparatory Schools
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Date
2014-12
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Addis Ababa University
Abstract
The study examined teachers` perceptions and practices of continuous assessment in mathematics class. The participants of the study were 20 teachers, 152 students, and 4 school principals in Cheka ganet General Secondary, Salaysh General Secondary, Bitotesa 17 General Secondary and Bitotesa 17 preparatory schools in North Shoa zone Dera Woreda. Different instruments that include Questionnaires, Interviews, Observations and Document analysis were used to gather data. Teachers perception of continuous assessment with respect to age, qualification, teaching experience and teaching load were analyze using descriptive statistics and one way ANOVA from this finding there is no statistically significance difference for age, Educational qualification, and teaching experience about perception of continuous assessment. The mann-Whitney U test was applied. Here, compare and contrast was done in relation to different assessment tools used by the teachers. Based on these findings, it was concluded that the mathematics teachers were not used different assessment method and techniques of continuous assessment in their Schools. Finally, it was recommended that the principals and education office should frequently organize workshop and seminars for serving teachers on the perception and practice of continuous assessment in their schools.
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Practices of Continuous Assessment in Mathematics