ASSESSMENT OF TEACHERS’ ASSUMPTION AND IMPLEMENTATION OF CONTINUOUS ASSESSMENT IN ELT: THE CASE OF FIVE SELECTED SECONDARY SCHOOLS IN GAMBELLA TOWN

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.