TRENDS OF IMPLEMENTING CONTINUOUS ASSESSMENT INPHYSICAL EDUCATION PRACTICAL CLASSES IN RAYITU WOREDA SECONDARY SCHOOL, EAST BALE ZONE, OROMIA REGIONAL STATE, ETHIOPIA

Abstract

The general objective of the study was to investigate the trends of implementing continuous assessment in PE practical class in Rayitu Woreda secondary schools. In this research descriptive survey research design involving both quantitative and qualitative techniques was employed. 504 students were selected by using simple random sampling technique.3 teachers and 2 principals were selected by available sampling technique. Questionnaires, semi-structured interviews and observation were used to collect data. The collected data was analyzed quantitatively by percentages and qualitatively by narrative. From the result obtained, on item 5 all 100% teachers used test and exam to assess progress per semester. In addition to this all 100% teachers were used observation, oral questions, self-assessment and 67% used homework some times in teaching PE. To support this, from the results in table 9, 98% of the teachers did not use peer-assessment tasks in teaching PE. The finding of the study revealed that test and examination were implemented as continuous assessment while assessing their progress therefore, the study show that the teachers were implementing traditional form of assessment and just for the sake of grading students. This indicates that there was no trend of implementing continuous practical assessment in teaching physical education practical class in Rayitu Woreda Secondary Schools. Most teachers were not use different types of assessment frequently which indicates that it is old trends of assessment mechanisms of assessment used by the teachers. Finally the study suggested use modern ways and means of implementing continuous assessment methods.