Abstract:
This thesis assessed teachers‟ perceptions towards continuous assessment
implementation in English classroom at three Governmental Primary Schools at
Sagure Town, Arsi Zone, Oromia National Regional State. Specifically, the study
intended to assess teachers‟ perceptions towards continuous assessment
implementation in English classroom. The research design used in this research was
descriptive study. The study adopted the data collection instruments such as
questionnaire (close-ended and open-ended) and document analysis. The total number
of teachers were small in number, so that comprehensive sampling method was
employed. Both qualitative and quantitative methods of data analysis were used. The
data collected through questionnaire were analyzed quantitatively and qualitatively
using numbers and percentages. The findings of this study revealed that most English
language teachers‟ had positive perceptions towards continuous assessment
implementation in English classroom. In fact, some had inappropriate perceptions and
applying of continuous assessment, this was considering continuous test as continuous
assessment. Furthermore, the problem related to teachers‟ level of understanding of
continuous assessment and assessment strategies, shortage of time and absence of
effective training about continuous assessment, and large class size were the main
issues affecting teachers‟ perceptions towards continuous assessment implementation
in English classroom at these particular schools. Lastly, the researcher would like to
recommend that woreda educational office and the schools leaders should arrange
effective training program and give special support and solutions to the problem they
mentioned for English language teachers of the aforementioned primary schools in
order to ascend their perceptions.
