CHALLENGES OF PHYSICAL EDUCATION TEACHERS TO IMPLEMENT PRACTICAL CONTINUOUS ASSESSMENT IN HABRO WOREDA SECONDARY SCHOOLS, WEST HARARGE ZONE, OROMIA REGINAL STATE, ETHIOPIA

Abstract

The purpose of this study was to assess the current practice and challenges of continuous practical assessment with emphasis on the implication to improve instructing at HabroWordaHighschools. The method of study was descriptive survey. The participants in this study were 96 students and 16physical education teachers. The data were collected through close and open ended questionnaires, and observation check lists. To analyze the quantitative data percentage was used and the qualitative data’s were analyzed quantitatively (in words). The findings of the study depicted that large class size, time constraints to plan and prepare suitable assessment tasks, Shortage of necessary physical education teaching aids and materials, students and teachers perception to PCA are challenges in the practice of practical continuous assessment process in teaching physical education. The implementation of continuous assessment in practical class was not well organized; there is the gap on students’ perception towards the fairness of teacher’s assessment implementation.Some physical educating teachers used continuous assessments in practical class for grading purpose rather than assessing students’ skill performance. There was also a gap on giving feedback to students on the assessment process.Students should be involved more than the present practice in the process of continuous practical assessment to enhance the effective implementation of countinous practical assessment. Involving students in coutinous practical assessment process helps students to develop responsibility confidence to develop their knowledge, attitude and practical skills.