ASSESSING TEACHERS‟ PERCEPTIONS TOWARDS CONTINUOUS ASSESSMENT IMPLIMENTATION IN ENGLSH CLASSROOM: THE CASE OF THREE GOVERNMENTAL PRIMARY SCHOOLS, AT SAGURE TOWEN, ARSI ZONE, OROMIA NATIONAL REGIONAL STATE

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.