Mekbib AlemuKefyalew Deresso2026-10-102026-10-102017-03-01https://etd.aau.edu.et/handle/123456789/9109The purpose of this study was to assess the challenges of implementing continuous assessment in physical education practical exercise class in preparatory school of Metekel Zone. The participant of this study were 27 physical education teachers, 11 department heads and 11 schools principals in the preparatory schools in Metekel zone. Hence, the research design descriptive survey was used in this study to identify and assess the major problems with regard to continuous assessment. Data was gathered using Questionnaires, Interviews, Observations and Document analysis. The teachers’ implementation of continuous assessment with respect to age, sex, qualification, teaching experience and teaching load per week were analyzed using descriptive and inferential statistics such as chi-square=3.84, p≤0.05 = significance, p˃0.05 =none significance when between two group chi-square less than 3.84 and P-value greater than 0.05 statistics level of significance which shows that there is no statistically significant difference between the two groups .However, most of finding was significance and some of finding are none significance. According to the study many challenges that affect the implementations of continuous assessment such as: large class size, teaching load per week, shortage of equipment and materials, allotment Period per week, lack of in service training about continuous assessment, unbalanced teachers to student ratio, and lack of willingness to implement continuous assessment, lack of awareness and knowledge. To reduce the above challenges of implementation of continuous assessment in physical education practical exercise class it was recommended that the concerned body such as minister of education, regional education bureau, zone education bureau, woreda education bureau and school management body should be work closely to improve the challenges.enChallenges of Implementing Continuous AssessmentThesis