Abstract:
This study investigated secondary school EFL teachers’ Assumptions about CA and
implementation of CA instruments in their respective EFL classrooms. It specifically examined
the CA practices the teachers conducted in classrooms compared to the assumptions they hold
about continuous assessment. The study used questionnaire, interviews, and document
analysis for data collection. The data gathered was analyzed by using both quantitative and
qualitative data analysis methods. Descriptive statistics like frequency, mean and percentage
were used in the analysis of Quantitative data collected through close ended questionnaire. In
addition, t-test was used to test whether there is significant difference on the assumptions
about CA among English teachers and school administrators. Moreover, correlation
coefficient was used to identify the association between English teachers’ assumptions
about CA and frequency of implementation. The findings of the descriptive statistics revealed
that there is positive assumption about CA among English school administrators. The analysis
of t-test result also support that three is no significant difference between school
administration and English teachers on their assumptions about CA at 5% significant level.
However significant difference was identified on the provision of necessary support for the
teachers to apply CA in their classroom, arrangement of frequent meetings with the teachers
to discuss issues related to the implementation of CA, the use of varied assessment tools as
specified in the syllabus and Consistency of monitoring the implementation of CA instruments.
Based on the findings of the study, it was recommended that English teachers must be
provided with opportunities to evaluate the differences between their assumptions and
implementation of CA tasks in their ELT classroom; that the school leadership and English
teachers have to work in cooperation and solve their differences by discussion and English
teachers should also be given the chance to reflect on and evaluate their professionalism. In
addition, it was recommended that teachers have to be given normal workload per week to
lessen their workload burden and if possible, additional English teachers have to be
employed.
