Abstract:
The purpose of this study was to investigate English teachers practices of continuous
assessment in English classes. The study was conducted using descriptive survey design
consisting both quantitative and qualitative data. Data for this study were gathered from
52 English language teachers through questionnaire and 9 teachers through interview. In
order to support the primary data, document review was used in all the study area
secondary schools. The quantitative data were analyzed by calculating in percentage and
tabulating. However, the qualitative data collected using interviews and document review
were interpreted and described in words. The findings of this study indicated that the
English language teachers’ practices of CA are ineffective. The teachers of the study area
always focused on homework, assignments, midterms and final exams instead of adding
other devices such as self assessment, peer assessment, group assessment, portfolio,
interview, questioning, quiz and tests. Most teachers considered continuous assessment is
difficult to implement due to different reasons such as time constraint, large instructional
content, large class size, students’ low interest, students’ absenteeism etc...But if it was
appropriately planned and implemented, CA would have a positive effect on students to
develop a better computation between individuals, improve interpersonal skills, get more
opportunity to have confidence and better computing techniques that differ greatly from
group assessment, peer assessment and gain more knowledge and experience among
each other. Therefore, even though the time given for English teachers is not enough for
giving feedback about each assessment, teachers can address the feedback to individuals
using peer and group assessment methods. Based on the findings, recommendations were
forwarded regarding the problems faced
