Assessing the Implementation of Continuous Assessment: the Case

of Wukiye Primary School

BY
Abdo Ali

August, 2019
Wolkite, Ethiopia
Assessing the Implementation of Continuous Assessment: the Case
of Wukiye Primary School

BY

Abdo Ali

Advisor: Eshetu Getahun

August, 2019
Wolkite
BOARD OF EXAMINERS

Name of Examiner ………………………………. Signature ……………………….

Date ……………………………..

Name of Advisor ……………..…………………. Signature ……………………….

Date ……………………………..

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ACKNOWLEDGEMENT
I would like to express my deep gratitude from the core of my heart to Allah, who has given me

the strength to carry on in my hard times and for his invaluable gift being with me throughout in

my study as the research comes to end with his will.

I feel the deepest sense of gratitude to my Advisor Mr. Eshetu Getahun, a man with true respect

for learning, for his proper guidance and encouragement upon the completion of the study.

I would also like to acknowledge to participants and contributors of the Wukiye Primary School

Students teachers who forwards their idea, believes, agreements and disagreements through

questionnaire and discussions.

Finally, my deepest appreciation and heartfelt thanks go to my wife, Seybat Abdela for her

unreserved moral supports in the whole course of the study and to my child the most precise gifts

of my life. I do not have words for their love, support, encouragement, and patience.

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Table of Contents
BOARD OF EXAMINERS ............................................................................................................ II
ACKNOWLEDGEMENT ............................................................................................................ III
Table of Contents .......................................................................................................................... IV
ABSTRACT .................................................................................................................................. VI
LIST OF ACRONYMS ............................................................................................................... VII
CHAPTER ONE: INTRODUCTION ............................................................................................. 1
1.1. Background of the study ...................................................................................................... 1
1.2. Statement of the Problem ..................................................................................................... 2
1.3. Basic Research Questions .................................................................................................... 2
1.4. Objective of the Study .......................................................................................................... 3
1.4.1. General objective ........................................................................................................... 3
1.4.2. Specific Objective.......................................................................................................... 3
1.5. Significance of the Study ..................................................................................................... 3
1.6. Scope/delimitation of the study ............................................................................................ 3
1.7. Organization of the Study .................................................................................................... 3
CHAPTER TWO: REVIEW OF RELATED LITERATURE........................................................ 4
2.1. Concepts of Continuous Assessment and its Application .................................................... 4
2.2. Problems of Continuous Assessment ................................................................................... 5
2.3. Basic Requirements of Continuous Assessment .................................................................. 6
2.4. Assessment for Learning (AFL) ........................................................................................... 7
2.5. Assessment Tools (Modes) .................................................................................................. 7
2.6. Advantage of Continuous Assessment ................................................................................. 8
2.7. Providing Feedback for Class Room Assessment ................................................................ 8
2.7.1. Concept of Feedback ..................................................................................................... 8
2.7.2. Purpose of Feedback ...................................................................................................... 9
CHAPTER THREE: METHODOLOGY OF THE STUDY ........................................................ 10
3.1 Research Design .................................................................................................................. 10
3.2. Data Source ........................................................................................................................ 10
3.3. Sample Population and Sample Size .................................................................................. 10
3.4. The Sampling Techniques .................................................................................................. 10
3.5. Data Collecting Instruments ............................................................................................... 10

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CHAPTER FOUR: DATA ANALYSIS AND INTERPRETATION .......................................... 11
4.1. Background of Respondents............................................................................................... 11
4.1.1. Teachers Teaching Class ............................................................................................. 11
4.1.2. Students Learning Grade ............................................................................................. 11
4.2. The Practice of Continuous Assessment ............................................................................ 12
4.3. The Attitude towards Continuous Assessment................................................................... 14
4.4. Implementation of Continuous Assessment in Wukiye Primary School ........................... 15
CHAPTER FIVE: CONCLUSION AND RECOMMENDATION ............................................. 16
5.1. Conclusion.......................................................................................................................... 16
5.2. Recommendation ................................................................................................................ 17
REFERENCES ............................................................................................................................. 18
Appendices .................................................................................................................................... 19
1. በበበበበበ በበበበ በበበበ ................................................................................................. 19
2. Questionnaire Prepared for Teachers .................................................................................... 20

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ABSTRACT
Continuous assessment is a backbone for teaching and learning. This study gave more focus to
make a good base on doing best continuous assessment. So this study has been conducted in
Wukiye Primary school to improve the technique of continuous assessment. It has been done by
qualitative and quantitative means together with necessary data.

Despite the fact that much has been said about the importance of continuous assessment in different
related documents and studies indicated that the implementation of continuous assessment is low
and not properly applied. Teachers seems to have critical gap in conceptions and practical
application of in class room assessment and their attitude towards its implementation in their actual
class room seem minimized.

This study aimed at assessing the implementation of continuous assessment in consideration to its
relation with the standardized exam regarding students in both way. Therefore the study is
important for providing information about the level of implementation of continuous assessment
for principals and supervisors.

The techniques that has been used to select sample students were purposive sampling techniques
all top ten students of grade five up to eight

The research also grasp the level of continuous assessment and identifying the challenges as it
was aimed to conducted with great endeavor the students’ performance was assessed specially
using a test as a good tool.

Implementation of continuous assessment in teaching and learning process is the core that further
and deep study should be necessary by scholars.

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LIST OF ACRONYMS
AIR American Institute of Research

CA Continuous Assessment

GEQIP General Education Quality Improvement Program

ICBSE Indian Central Board of Secondary Education

IEQ Improving Education Quality

MBECN Ministry of Basic Education and Culture of Namibia

MOE Ministry of Education

TGE Transition Government of Ethiopia

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CHAPTER ONE: INTRODUCTION
1.1. Background of the study
In modern society education is increasingly viewed as the primary means of solving social,
economic and political problems. Indeed the future well fair of a nation has been result on
outcomes of education system. In order to assure whether the system run on the way of achieving
this broad objectives. It is necessary to know how a checkup process. This can be done through
various assessment of education. (G.M Vender, 2002)

Assessment is constant appraisal, judgment and analysis of student performance through

meticulous collection of information and the ability of student can never be precisely judged by a
single test but using ongoing variety of methods as described by Freeman and Louis (1998) to
assess is to judge the extent of learning of students.

The current Ethiopian education and training policy (TGE, 1994) emphasized the ongoing class
room assessment to ascertain the formation of all round profile of students at all react. At a stated
framework, teachers are advised to carryout regular check on the progress of all students through
continuous and formal assessment (MOE, 2010).

Is continuous assessment a class room strategy used by teachers to measure student performance?

Kge, skilling understanding of learned according to Obanya (1985) continuous assessment

involves collecting data in a systematic way on continuous based on every phase of an educational
endeavors as a means of seeking continuous improvement in the students and the total learning
environment.

If a teacher consults a continuous assessment to find out what the students knows, understands,
and can do, he/she become in a position to get better understanding about where his/her students
are and what their learning needs are. As pointed by Airsian(1991) continuous assessment as
approach which depict the full range source and methods teachers use together, interpret and
synthesize information about learners information that is used to understand their learner, plan and
monitor instruction and established viable classroom culture.

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Continuous assessment learner is a mechanism whereby the final grading of learners in the
cognitive, affective and psychomotor domains of learning systematically take account all their
performance during a given period of schooling (Falayalo, 1986) thus it required to take in to
account overall learning outcomes during assessment.

As Ormoitu (1998) put forwarded as if there is no form of assessment education the process has
been married by it would be very difficult to classify the product of the system. Therefore the
extent to which the overall performance of ease assess in school depends on how, when the teacher
implement continuous assessment. The planed and international use of continuous assessment in
the class room enhance teachers can learn a great deal about their students and understand their
students gap. (Black, 1998, Holy and Georgy 1994). This study assessed the practice of continuous
assessment in Wukiye Primary school, the school is found in S/N/N/P Gurage Zone, Mihur Aklil
Woreda in Wukiye Kebele.

1.2. Statement of the Problem

Despite the fact that much has been said about the importance of continuous assessment in different
related documents and studies indicated that the implementation of continuous assessment is low
and not properly applied. Teachers seems to have critical gap in conceptions and practical
application of in class room assessment and their attitude towards its implementation in their actual
class room seem minimized.

In the school case there is one undermining question in that the great variation have been seen
between the students achievement in the school class results and that recorded in regional primary
school level examination which in the last two and three years the school above 50% on those
taken exam have failed two parts (failed to score average mark of 40%.) but they all were above
50% in school based assessment.

1.3. Basic Research Questions

1. Do the teacher use the various mode of assessment?
2. Do teachers apply assessment for learning strategies?
3. What are the problem of continuous assessment?

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1.4. Objective of the Study

1.4.1. General objective

This study has been aimed at assessing the implementation of continuous assessment in Wukiye
Primary school in consideration to its relation with primary level students and their teachers.

1.4.2. Specific Objective

Specifically this study has been attempted to assess the following issues
To assess the implementation of continuous assessment in the school.
To know the teacher use assessment as learning strategies.
To assess the culture of the teacher in providing feedback
To determine the major problems in continuous assessment
To know how students are passing through class?

1.5. Significance of the Study

This study is important for it provides information about the level of implementation of continuous
assessment for principals and supervisors. It can identify the various mode of assessment
implemented in the school. It can also provide a clear information about the difference of student’s
achievement in class room assessment and external exam. It may also serve as point of reference
for other researchers who has been interested to conduct a study on this area.

1.6. Scope/delimitation of the study

This study was focused on assessing the implementation of continuous assessment in Wukiye
Primary school since it is difficult to go beyond this because it has been done side by side to daily
teaching and learning tasks.

1.7. Organization of the Study

Considering the research objectives, the thesis have five chapters. The first chapter is the
introduction of the thesis which also includes objectives and significance of the study; Chapter two
offers a comprehensive review of related literature on an continuous assessment concepts; the third
chapter illustrates the research Methodology, design of the research methods; Chapter four
concentrates on data presentation and analysis and the final chapter of the study presents the
summary, conclusion and recommendation of the study based on the analysis of data collected.

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CHAPTER TWO: REVIEW OF RELATED LITERATURE
2.1. Concepts of Continuous Assessment and its Application
According Obanya (1985); continuous assessment involves collecting data in a systematic way,
on continuous basis and on every face of an educational Endeavour, as a means of seeking
continuous improvement in the learner and the total learning environment.

Continuous assessment of learner progress could also defined as a mechanism whereby final
grading of learner in the cognitive affective and psychomotor domain of learning systematically
take account of all their performance during a given period of schooling (falayalo,1986)

Another definition by Airsan (1991), describes continuous assessment as an assessment approach

which should depict the full range of sources and methods teachers use to gather, interpret and
synthesize information about learners instruction and establish available class room culture

According to baker and states (1991); continuous assessment should involve a formal assessment
of learners affective characteristics and motivation , in which they will need to demonstrate their
commitment to take over time their work force readiness and their competence in team or group
performance context from the above definition one could enter that continuous assessment is an
assessment approach which involves the use of variety of assessment instrument assessing various
components of learning not only the thinking process but including behavior personality traits and
neuro-muscular skills, neuro muscular. Continuous assessment also is taken place over a period of
time.

Some official document including the current Ethiopian education policy and the GEQIP
(MOE2008) documents have given a special attention for the necessity of on gaining classroom
assessment to enhance academic excellence and answer important question about the student, the
classroom, the school and the education system as a whole.

Despite the fact that much has been said about the importance of continuous assessment in different
related documents and on different occasions like workshops, studies indicated that teachers seem
to have critical gaps in conceptual and practical application of the class room level. For example

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many teachers use too many tests not considering assessment as parts of learning and adequate
provision of feedback.

2.2. Problems of Continuous Assessment

According to Kibre (2010) Ethiopian academy of science (2012), MOE (2010) the existing
practices of continuous assessment and knowledge of teachers regarding its pedagogical advantage
as well as that attitude towards implementing it in their actual classroom seems to be minimized.

There seems to exist a general misunderstanding among the teachers in the use of ongoing class
room assessment techniques. Most teachers prepare mid and final exam in assessing their student’s
level of understanding. This is professionally proved to be wrong because these teacher are using
only limited variety of assessment tools.

The most common misunderstand points about continuous assessment is ignoring the importance
of ongoing assessment with appropriate feedback, many teachers carryout over use of testing at
the end of a week, month, mid semester, or unit series of lesson.

Being confused with the purpose of assessment is the other thing to mention. Many teachers grade
student’s dispositions and behaviors like attendances effort attitude, etc. Instead of reporting
separately from achievement.

Many teachers are giving the same mark to each participants in group assessment this ignore the
importance of validity assessing each students work within a group process. Being confused about
the assessment focusing on gathering information about student learning and grading (an end point
judgment about achievement), many teachers consider the two as the same.

Failing to align teaching objective with assessment tasks many teacher use assessment as an
auditing exercise about what student do & don’t know or can & can’t, by testing student memory
asking trick questions. Failing to address what is important for learning many, teachers only on
what is easiest to measure. They use only simple learning outcomes with paper & pencil tests
rather including high order thinking and performance.

Many teachers provide simply some numbers that didn’t consider with the students learning ability
only for the sake of achieving 100% marking.

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Beside the above familiarities Desalegn’s (2004) study have pointed out the following reason
behind why many teachers do not use ongoing classroom assessment.
 Lack of sufficient training in classroom assessment
 Lack of skill to develop classroom assessments.
 Lack of manuals and other supporting materials that assist teachers in the development
of classroom assessment tools and the like.
One of the important aspects of continuous assessment in the availability of valid and reliable tests
which could be used across all the schools. There is a need to construct and administer this tests
following established procedures and practices to make the results comparable across all the school
teachers need to be acquired with skills of test construction and administration.

For successful Implementation of continuous assessment teachers need to give more tests. They
need to observe learners keenly to assess their cognitive, psychomotor and effective outcomes and
there will be more records to be kept on the learners. All this means more work to the teachers and
more demand on his/her time more responsibility on him/her this means they must be
professionally and attitudinally prepared for operating the system if the teacher is more adequately
prepared for operating the system it may lead to attendance to merely “cook up” scores in the name
of continuous assessment.
2.3. Basic Requirements of Continuous Assessment
To make an effective and appropriate assessment the following preconditions are required.
 The teachers must be equipped with an adequate knowledge and capability about
assessment techniques.
 Assessment must be planned activity. It should be planned how and when the assessment
will be made.
 The assessment should be based on the actual condition, time, place and social factors of
the classes
 The reliability, validity, objectivity and the discriminating power of the assessment
techniques must be considered and checked. The items should be prepared in a clear
readable and clear language
 Assessment should be administered and it result must be recorded, documented and also
reported.

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2.4. Assessment for Learning (AFL)
The term AFL was coined in 2002 by the assessment reform group (ARG) based on the research
that had begun in 1998 by Black and William. AFL is the process of seeking and interpreting
evidence for use by teachers and learners for the purpose of deciding where learners are in their
learning where they need to go and how best to get there. It acknowledge the individual students
learn idiosyncratic (special ways but it also recognize that there are predictable patterns and
pathways that many students follow. It requires careful design on the part of teachers so that they
use the resulting information to determine not only what students know, but also to gain insights
into how, when and whether students apply what they know (Manitoba Education, citizenship and
Youth 2006).

2.5. Assessment Tools (Modes)

The class room teacher can match the assessment tools (instrument) with the learning target
(knowledge, skill and attitude). The type of assessment depends on the kind of learning to be
measured the class room teacher can select the right tools that is appropriate for the pertinent topic.

In addition to this; in order to get more information about the learners, teachers have to use various
mode of assessment tools.

1. Homework 13. Role play

2. Class work 14. Interview
3. Assessments 15. Follow chart
4. Group work 16. Graph/table
5. Quiz 17. Illustrations
6. Oral presentation 18. Story/play
7. Debates 19. Poem
8. Oral question 20. Portfolio
9. Observation 21. Model
10. Dance/Movements 22. Act exhibit
11. Gymnastic 23. Project
12. Dramatic reading 24. Matrix etc.

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2.6. Advantage of Continuous Assessment
One of the expected advantage of continuous assessment lies in its being guidance oriented since
it involves data gathering over a long period of time. It yields more accurate data reaching the
teachers early enough to modify instruction. This could play a vital role in diagnosing area of
learner’s weaknesses if properly utilized. Continuous assessment is an approach that would capture
the full range of learner’s performance teachers and an administrators would thus be able to assess
learner’s progress and would have time to correct the problems.

Another advantage of continuous assessment is that it places teachers at the center of all
performance assessment activities. It encourages more teacher’s participation in the overall
assessment or grading of his/her learners. As suggested by Paris and Etal (1991) teachers must be
given opportunities to select and review assessments so that they be involved and knowledgeable
in the process. Through this process teachers would be able to integrate assessment and results into
instructional practices. Teachers are expected to incorporate assessment into the larger learning
framework and possibly to provide evidence regarding how assessment information is used to
inform and guide instruction for individual learners.

According to Laius (1974) continuous assessment teachers must embed their assessment in their
instruction, score the assessment and discuss standards for good learners with collogues, parents
and learners.

2.7. Providing Feedback for Class Room Assessment

2.7.1. Concept of Feedback

According to UNISCO 2009 feedback is a mechanism of providing information to the learners on
their current state of performance, achievement and progresses. Teachers communicate to their
students on how well or poorly they are performing. After assessment teachers ought to give
feedback and follow-up activities.

The state of students understanding has to be monitored by all actions through which the students
develop and display, that is overseeing their discussion, the observation of their activities and the
marking of written work alongside a careful listening to their talk (Black and William 1998, Hathe
2009)

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2.7.2. Purpose of Feedback
As pointed back Nicol and Macfarlane (2006) feedback have the following main purposes.

 Help clarify what good performance is

 Facilitate the development of self-assessment in learning
 Deliver high quality information to students about their learning
 Encourage teacher and peer dialogue around learning
 Encourage positive motivational believes and self esteem
 Provide opportunities to close the gap between the current and desired performance.
 Provide information to teacher that can be used to help shape teaching

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CHAPTER THREE: METHODOLOGY OF THE STUDY
3.1 Research Design
In the study descriptive research method has been employed in order to gather the necessary
information and explore the present levels of implementation of continuous assessment.

3.2. Data Source

The source of data that has been used in this study to obtain the necessary data were both primary
and secondary sources. The primary data sources were students, teachers, principals and
supervisors. The secondary data sources has been taken from the school result.

3.3. Sample Population and Sample Size

The total population of the schools were 600 students, 13 teachers, 2 principals and 1 supervisor
and the sample that has been taken were 60 students, 13 teachers, 2 principals and 1 supervisor.
Thus the total population were 616 and sample has been taken were 76.

3.4. The Sampling Techniques

The techniques that has been used to select sample students were purposive sampling techniques
all top ten students of grade five up to eight. In each section have been taken as respondents to get
accurate information the teachers, principals and supervisors have been selected through
availability sampling.

3.5. Data Collecting Instruments

The instruments used to collect data from the respondents were questionnaire and interview.
Questionnaire has been used to collect data from students and teachers whereas interview has been
used to get information from principals and supervisors. Document analysis has been used on
students and result.

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CHAPTER FOUR: DATA ANALYSIS AND INTERPRETATION
This chapter includes the analysis and interpretation of the date collected from the respondents
using questionnaires (76) and interview distributed among teachers and students and 96% of the
questionnaires were returned.

4.1. Background of Respondents

The background information of respondents was deemed necessary because the ability of the
respondents to give satisfactory information on the study greatly depends on their background.
Thus, the background information of respondents were categorized into gender, Teaching class,
learning grade, age and are presented as follows.

4.1.1. Teachers Teaching Class

The class grade the teachers teach highly affects the quality of data collected in that continuous
assessment might vary class to class in the level of teaching and learning process. There might be
a time when lower grade students might need an intense continuous assessment method of learning
while some time it might be the inverse.

Table 1: Teachers Teaching Class Characteristics

No. Class Frequency Valid Percent
th
1 8 2 15.4%
th
2 7 3 23%
3 6th 2 15.4%
4 5th 2 15.4%

5 Below 5th 4 30.8%

Total 13 100%
Source: Source Data

The above table shows that most of the respondents selected for the purpose of responding a
questionnaire were teachers teaching below grade five.

4.1.2. Students Learning Grade

The table below shows the grade distribution of students that were selected as a respondent for this
study. The higher the grade of the students class, the better the reliability of the responses given

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by them. Since the students were selected based on their academic performance, the viability and
reliability of the response will help in achieving accurate research work.
Table 2: Students Learning Grade Characteristics
No. Grade Frequency Valid Percent

1 8th 21 37%

2 7th 16 28%
3 6th 12 21%
4 5th 8 14%

Total 57 100%

Source: Source Data

Table 3 shows that most of the respondents of the study were from grade 7 and 8. Since it’s a
primary school and the higher grades of available students are those two grade we can say that
the test.

4.2. The Practice of Continuous Assessment

According to the above table of student’s response about the practice of continuous assessment of
their teacher, most of the respondents replied that the practice of continuous assessment is almost
a forgotten practice by the teachers.

S T UDE NT S RE S PO NS E
33

Students Response
13

11

ALWAYS SOMETIMES NEVER

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Regarding the use of continuous assessment there were 22.8% respondents who responded always
and they responded to the researcher that the teachers were always using continuous assessment
during teaching and learning process. About 19.3% of the student’s respondents responded
sometimes. And most (57.9%) students replied that the teachers never used a continuous
assessment in the teaching and learning process. This implies many of the teachers do not use
continuous assessment during teaching and learning. Rather they use terminal assessment like mid
exam and final exam.

Students Response

20
20
15
15
8
10 6

5 2
Students…
0
Group Work Project Work Home Work Class Work Assignment

Students response

Among the respondent who replied to the question of the practice of continuous assessment, they
have replied to the question of the type of assessment methods the teachers were using and most
of them replied the following.

The diagram shows that even if the teachers are said to be not using the continuous assessment
always, these 24 students were asked to mention some examples of continuous assessment they
were using and they replied as illustrated on the diagram.

On the other hand from the questionnaires collected from teachers, the following interpretation
can be put forwarded with a chart showing the response rate of the teachers.

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 TEACHERS RESPONSE

Never Always
27% 27%

Sometimes
46%

The response collected from the teachers also show that continuous assessment is not being
practiced regularly. Among the respondents who replied to whether they practice continuous
assessment or not, 27% of them are replied that they have never used a continuous assessment
during the teaching and learning process. And most of the respondents replied to the questions
given to them by saying sometimes. This implies that the teachers has a less experience in
practicing the continuous assessment.
4.3. The Attitude towards Continuous Assessment

The attitude students have towards continuous assessment has been asked by the researcher
through questionnaire and is summarized in the figure below.

Attitude Towards Continious Assessment

30
25
20
Axis Title

15
10
5
0
Very Good Bad Worse
Good
Attitude Towards Continious
29 25 2 1
Assessment

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The above diagram show that the students of Wukiye Primary school have a good and positive
understanding and attitude about Continuous Assessment. The students also stressed that their
positive attitude also have a need of an appropriate working environment for the continuous
assessment. Some of the target respondents of the questionnaire even stressed out that, continuous
assessment is the best learning environment to be successful academically.

4.4. Implementation of Continuous Assessment in Wukiye Primary School

The implementation of continuous as the name itself indicates must be continuously on each
appearance of the teacher to the class. Continuous assessment must be given to the student on daily
basis because it makes the students ready for each day teaching and learning process.

The implementation of Continuous Assessment in Wukiye primary school summarized on the next
page based on the information gathered through questionnaire from the students of the school.

STUDENT RESPONSE ON IMPLIMENTATION OF C.A

End of the Daily

Semister 2% Weekly
15%

End of the
Month
75%

The above pie chart show that 75% of the respondents replied that the continuous assessment takes
place at the end of each month. Depending on this finding the researcher interpreted that the school
does not have a continuous assessment implementation practice as required by the student and the
teaching and learning environment.

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CHAPTER FIVE: CONCLUSION AND RECOMMENDATION
5.1. Conclusion
Assessment is the way how to test the outcome of teaching and learning process. Continuous
assessment is assessing students’ performance continuously regularly in more mechanisms. This
study was aimed to identify the level of continuous assessment in WPS in MAW. It conducted a
survey to find the challenges and obstacles of it and solution recommendations how to improve
good continuous assessment.

The research also grasp the level of continuous assessment and identified the challenges as it was
aimed to conducted with great endeavor the students’ performance was assessed specially using a
different tools of continuous assessment but it is needed to do continuous assessment regularly as
the information showed from sample students, teachers and supervisor.

As the findings teachers should give more attention to develop continuous assessment.

Finally the regarded body is placed to do what is influential to develop continuous assessment as
presented recommendation below.

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5.2. Recommendation
Based on the conclusion of the finding of the study the following possible recommendations are
forwarded.
 School directors and supervisors have to give support and follow up to teachers that the
teachers have to prepare their daily lesson plan based on the continuous assessment method
of teaching and learning process.
 Since continuous assessment is part of teaching and learning process all teachers should
equally commit and the necessary support should be given to them by the schools.
 Implementation of continuous assessment in teaching and learning process is the core that
further and deep study must necessary by scholars. So that studies that improve the
implementation of continuous assessment was recommended by the researcher.

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REFERENCES
Airsan PW (1991), Continious Assessment Newyork, Mc Grow Hill, Press.

Anderson C.W (2003) Class Assessment Enhancing the quality of teacher decision making.
Lawrence Elbows Associates Inc. Publisher.

Arega Mamaru (2014) class room assessment manual for primary and secondary school teachers,
Addis Ababa National education assessment agency.

Cone J.D & Foster (1991) training in measurement; “Always the bribe maid, American Psycology
University press.inc.

Falayalo. W (1986) philosophy and theory of continuous assessment, a paper presented at a

workshop for inspectors of education in order, Nigeria 4th December retrieved from
http/www.philosophy and theory of continuous assessment.org/article.com/cpl/index.html.

G.M Vander AALS Voort (2002) Learning Potential assessment and cognitive training actual
research and respective in theory building and methodology, Netherland; Leiden
University Elsevier Science.

MoE (2008) review of the education training policy & its implementation.

S.K Green etal (2007) Teaching and Teacher Education University Press Inc.

Ward A.W (1996) Educational Measurement organizational theories and explanations Vol. П
American University Press.Inc.

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Appendices
1. በበበበበበ በበበበ በበበበ
በበ በበበበ በበ በበበበ በበበበበበ በበ/በበ በበበበበበ በበበ በበበበበበ በበበበ
በበበ በበበበበ በበበበ በበበበበበበ በበበበበ በበበበበ በበበበበ በበበበበበበ
በበበበበበ በበበበበበበበበበበ በበበበ በበበበ በበ በበበበበ በበበበ
በበበበበበበበበበበ

1. በበ በ. በበበ በ. በበ
2. በበበበ በበበ በ. 5 በ.6 በ.7 በ.8

1. በበበበ በበበ በበበበ በበበበበ በበበ በበበ በበበበበበበበ በበበበበበበበ

በበበበበበበ?

በ. በበ በበ በ. በበበበበ በበ በ. በበበበ

2. በበበበበበ በበበበበበበ በበበ በበ በበ በበበበ በበበ በበበበበበ?

…………………………………………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………….

3. በበበበበበ በበበ በበበበ በበበበበበ በበ በበበበበ?

በ. በበበ በበ በ. በበ በ. በበበ በ. በበበ

በበበ

4. በበበ በበበ በበ በበበ በበበበበ?

በ. በበበበ በ. በበበበበ በበበበ በ. በበበ በበበበ በ. በበበበበበ በበበበ

በ. በበበበበበ በበበበ

5. በበበበበበ በበበ በበበበበ በበበ በበበበበበ በበበበበበበ በበ በበበበ በበበበበ?

በ. በበ በበ በ. በበበበበ በ. በበበበበበ

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 2. Questionnaire Prepared for Teachers
Dear teachers, the questionnaire is prepared to collect data required for a research which designed
to analyze the implementation of continuous assessment in the school, this you are required to give
accurate information and it is not needed to write your name.

I. Personal Information
1. Education Level a. Below Diploma b. Diploma c Degree d. above degree
2. Sex a. Male B. Female
3. In which grade level do you teach? a. 1-4 b. 5-8 c. 1-8
II. Main Part
1. Do you assess your students continuously? A. yes b. No c. Sometimes
2. How many types of assessment mode do you use? A. 3 b. 4 c. 5
3. If you choose either of the above choice please list the type of continuous assessment you used
in your class room.
………………………………
………………………………
………………………………
4. Do you give feedback for the students regarding their assessment results?
a. Always b. sometimes c. never
5. Do you believe that continuous assessment is necessary in teaching and learning process?
a. Strongly agree b. Agree c. Disagree d. Strongly disagree
6. If your response for question 5 is c or d; why?
…………………………………………………………………………………………………
……………………………………………………….
7. Do you measure the qualities of tests you give to your students?
a. Always b. sometimes c. never
8. Do you believe that the students in the classroom have hold the necessary knowledge for the
class?
A. yes b. Partially c. No

9. What is your attitude towards continuous assessment?

a. positive b. negative

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10. If your answer for question number 9 is b, why?

………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………

11. How the school support and follow up your continuous assessment works?

………………………………………………………………………………………………………
………………………………………………………………………………………………………
…………………………………………………………………………….

12. If you have any ideas regarding continuous assessment please mention.

………………………………………………………………………………………………………
…………………………………………………………………………………….

Interview questions prepared for principals and supervisors

1. What does it seems the practice of continuous assessment in the school?

………………………………………………………………………………………………………
……………………………………………
If it is low. What are the main reasons?
………………………………………………………………………………………………………
………………………………………..
2. Do the teachers use the various mode (tools) of assessment?

………………………………………………………………………………………………………
…………………………………..

3. What does it seems the feedback provision in the school?

………………………………………………………………………………………………………
……………………………………………………

4. Do the school have training program to improve the skill of teachers?

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………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………….

5. Do the teachers in the school measure the quality of their test, the test provided for their
students?

………………………….…………………………………………………………………………
………………………………………………………………………………………………………
……………………………………………………………………….

6. What do you believe the reason that vary the result of students in school based exam and
external examination?

………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………….

7. What is your additional ideas on continuous assessment?

………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
…………………………………………………..

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