INVESTIGATING ENGLISH TEACHERS’ PRACTICES OF CONTINOUSASSESSMENT IN ENGLISH CLASSES: THE CASE OF DAROLEBU AND HABRO WEREDA SECONDARY SCHOOLS

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