The State of Continuous Assessment Practices in Secondary Schools of Oromia

Special Zone: Challenges and Prospects

Takele Amenu Bedada

A Thesis Submitted to

The Institution of Educational Research

Presented in Partial Fulfillment of the Requirements for the Degree of Masters of

Arts (Educational Research and Development)

Addis Ababa University

Addis Ababa, Ethiopia

November, 2012
 Addis Ababa University

School of Graduate Studies

This is to certify that the thesis prepared by Takele Amenu, entitled The State of
Continuous Assessment Practices in Oromia Special Zone: Challenges and prospects and
submitted in partial fulfillment of the requirements for the degree of Degree of Masters of
Arts (Educational Research and Development) compiles with the regulation of the
University and meets the accepted standards with respect to originality and quality

Signed by the Examining committee:

Examiner Dr. Getachew Adugna Signature _____________ Date _______________

Examiner Dr. Dessalegn Chalchisa Signature _____________ Date________________

Advisor Dr. Mulu Nega Signature ____________ Date _______________

__________________________________________________

Chair of Department or Graduate Program Coordinator

 Acknowledgements

I would like to express my thanks to my advisor, Dr. Mulu Nega as without his comment
and guidance, the completion of this work may not have been possible. I am indebted to
him for all his support and willingness to advise me to finalize this thesis.

Special appreciation should also go to my wife Chaltu Teshome for that she is heart fully
with me with her unlimited support and affection during my study.

I would like to express my heart-felt thanks and appreciation to my mother, Sinkinesh

Belay, who always wish for my success, through her everyday prayers.

I would also thank my friend, Sisay Niguse and my sister Ayelech Amenu for their
genuine assistance, moral support and encouragement during my graduate study with all
their kindness.
 Table of Contents

List of Figure ................................................................................................................. i

List of Tables ................................................................................................................ ii
CHAPTER ONE ............................................................................................................ i
INTRODUCTION ......................................................................................................... 1
1.1 Background of the Study ........................................................................................1
1.2 Statement of the Problem .......................................................................................3
1.3 Objectives of the Study ..........................................................................................5
1.4 Rationale of the Study ............................................................................................5
1.5 Delimitation ...........................................................................................................6
1.6. Limitation of the Study..........................................................................................6
1.7. Operational Definitions of Key Terms ...................................................................6
CHAPTER TWO ........................................................................................................... 7
CONCEPTUAL FRAME WORK OF THE STUDY ................................................... 7
2.1. The Concept of Classroom Assessment .................................................................7
2.2. Meaning and Nature of Continuous Assessment ....................................................8
2.3 Theoretical and Educational Foundation of Continuous Assessment ..................... 15
2.4 Characteristics of Continuous Assessment ............................................................ 18
2.5. Rationales for Using Continuous Assessment ...................................................... 20
2.6. Advantages and Drawbacks of Continuous Assessment ....................................... 21
2.7 Research Findings on Continuous Assessment ..................................................... 22
2.8 Conceptual design of the study ............................................................................. 27
CHAPTER THREE ..................................................................................................... 29
RESEARCH DESIGN AND METHODOLGY .......................................................... 29
3.1 Research Design ................................................................................................... 29
3.2. Research Method................................................................................................. 29
3.3. Source of Data..................................................................................................... 29
3.4 Sample Size and Sampling Techniques ................................................................. 30
Table 1.Sample Size and Sampling Techniques ......................................................... 32
3.5 Data Collecting Instruments ................................................................................. 33
3.6 Techniques of Data Analysis ................................................................................ 34
CHAPTER FOUR ....................................................................................................... 35
DATA ANALYSIS AND INTERPRETATION ......................................................... 35
4.1 Background and Characteristics of Participants .................................................... 35
4.2. Result and discussions ......................................................................................... 38
CHAPTER FIVE ......................................................................................................... 61
SUMMARY, CONCLUSIONS AND RECOMMENDATION .................................. 61
5.1 SUMMARY ......................................................................................................... 61
5.2. CONCLUSIONS ................................................................................................. 66
5.3 RECOMMENDATIONS...................................................................................... 68
References .................................................................................................................... 70
Appendices ..................................................................................................................... i
Appendix A .................................................................................................................... i
Appendix B ................................................................................................................. vii
Appendix C ...................................................................................................................xi
Appendix D ................................................................................................................. xii

ii
 List of Figure
1. Conceptual design/pictorial representation of the study---------------------------28

i
 List of Tables

Table 1.Sample Distribution----------------------------------------------------------------------33

Table 2.Characteristics of teacher participants-------------------------------------------------37

Table 3. Characteristics of students --------------------------------------------------------------39

Table 4. In service and pre-service training background of teachers on continuous

Assessment-------------------------------------------------------------------------------40

Table 5. Integration of continuous assessment method in lesson plan ----------------------41

Table 6. Stages of continuous assessment used in the lesson presentation-----------------42

Table 7. Reasons to use or not to use continuous assessment --------------------------------43

Table8. Using or not to use different types of continuous assessment techniques and

Students’ involvement in continuous assessment tasks------------------------------45

Table 9. Responses of teachers and students on the provision of feedback and its

frequency on continuous assessment activities ---------------------------------------46

Table 10. Reasons why teacher participants were not giving feedback---------------------48

Table 11. Continuous assessment documents used by teachers and support from school

administration ----------------------------------------------------------------------------49

Table 12. Continuous assessment methods used by teachers (as reported by teachers and

students) --------------------------------------------------------------------------------51

Table 13. Students’ interest to do the assessment tasks ---------------------------------------59

Table 14. Opportunities given for student to evaluate their peer assessment tasks--------60

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 Abstract
The State of Continuous Assessment Practices in Secondary Schools of Oromia
special: Challenges and Prospects
Takele Amenu
Addis Ababa University, 2012
The Purpose of this study was to investigate the State of Continuous Assessment Practice
in secondary schools of Oromia Special Zone Surrounding Finfinne. For this study,
mixed method and descriptive survey research was employed; both quantitative and
qualitative data were gathered through questionnaire, interviews and documents. Of the
total sample size of the two study groups, 63 (87.5%) of the teachers and 197(89.95%) of
students filled in and returned the questionnaire. In addition, five school principals and
five secondary school supervisors were interviewed. The collected data were analyzed
using frequencies, percentages and chi-squares. Some of the major findings were: Most
teachers had incomplete understanding about continuous assessment in that they
concentrated on summative components of assessment; they didn’t include a variety of
continuous assessment tools in their plan and did not use in the class room activities.
Thus, the practice of continuous assessment is low. Moreover, it was found that most of
the teachers considered continuous assessment as a series of paper and pencil test
activities to measure students’ performance. Most teachers see continuous assessment as
tiresome and more time consuming. Regarding continuous assessment guideline, almost
the majority of teachers replied that there was no continuous assessment guideline to
measure practical skills. There was a great difference among schools in practicing
continuous assessment from planning up to implementation. Thus, to improve the
situation, it is recommended that: Preparing manuals and guidelines for the front line
practitioners and efforts should be made to create awareness continuously for students,
teachers, school principals and educational experts. Conducting training and different
workshop with those concerned bodies is more advisable to increase the understanding in
the area. Teachers are expected to plan and involve students by providing tasks in the
continuous form.

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 CHAPTER ONE

INTRODUCTION

1.1 Background of the Study

Education, in its broader sense, is any act or experience that has a formative effect on
mind, character or physical of an individual. In its technical sense, education is the
process by which society deliberately transmits its accumulated knowledge, skills and
values from one generation to another (Wikipedia, 2011). Assessment is one of the major
educational activities. Assessment plays a significant role in the educational development
of a person and, of course, a nation. It can be defined as the process of gathering data and
fashioning them into interpretable form for decision making. It involves collecting data
with a view to make value judgment about the quality of the person, object, group or
event (Ajuonuma, 2006).

Assessment is very vital in helping the learner become effective. It is a collection of

different strategies which enables students become competent in their learning.
According to different scholars in the field of education, without assessment it is difficult
to pinpoint a students’ achievement or their failure to achieve their learning. This makes
students learning less rewarding. In this connection, Airssian (1991), cited in ICDR,
(1999) described that assessment is the process of collecting, interpreting and
synthesizing information to help teachers understand their pupils, plan and monitor
instruction and establish conducive classroom atmosphere.

The benefits of assessing students continuously and using in different strategies rather
than giving explanation is further stated by Mulu (2005), as a onetime final examination
or test does not bring a complete or true picture of students’ performance including the
higher order thinking skills. Therefore, it is very important to assess learners regularly
and continuously to prove their achievement and performance in different aspects of their
learning instead of simply giving tests and examination, which cannot assess the entire
complex learning outcomes.

1
Nowadays, scholars believe that students can learn best and become effective if
continuous assessment is effectively implemented in the teaching learning process. That
is why advanced nations such as England, Spain, Australia and others are applying
continuous assessment partially or wholly in their education system (Heaton, 1990).

Similarly, the Ethiopian Education and Training Policy(1994:9) states that, ”Continuous
assessment in academic practical subjects including aptitude tests will be conducted to
ascertain the formation of all rounded profile of students at all level.” Thus, the Ethiopian
teachers’ education system, there have been continual changes in the curriculum and
teachers’ profile since the 1994 education reform of the country. At present, the teacher
education program is guided by the TDP (Teacher Development Program) document
which is guided by a new view of education that promotes continuous assessment (ICDR,
1999). The document also states that in the teacher education, traditional way of
assessing students like giving only final exams has to be replaced by continuous
assessment that develops and inculcates higher order thinking skills at different levels of
the education system, which is a paradigm shift.

Accordingly, few studies have been conducted on continuous assessment at colleges and
high school levels. Birhanu (2004) conducted a research on teachers’ assessment of
student performance with an emphasis on continuous assessment at high school level.
Besides, Desalegn (2001) carried out an evaluative research on the adequacy of the
syllabus of teachers training institutes in preparing trainees to implement continuous
assessment in the first cycle primary school. Moreover, Selamneh (2011) conducted a
research on practice and challenges of continuous assessment for instructional
improvement at college level. However, less attention has been given to the practices and
challenges of continuous assessment in Oromia Special Zone high school. Livington
(2001: 129-130) have also noted the following:

Employing continuous assessment enables the teacher to assess more of intended

behavior of the student and to take note of factors such as their active participation,
how articulate they are, their relationships with others and their motivation that have
educational relevance.

So it is the must to include continuous assessment in the plan properly and implement
for the purpose of assessing students’ performance in order to shape the learning.

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1.2 Statement of the Problem
Assessing students in the teaching learning process has a lot of benefits. It can expose
learners to experience creative reflections through which the teacher probes their
understanding to elicit answers for the questions he or she poses. Concerning this,
Elington and Early (1997) said that continuous assessment is carried out on an ongoing
basis while students are actually working their way through a course. Similarly, Farant
(1980) states that continuous assessment is practiced on day to day basis to judge the
quality of individual work or performance.

Students do not learn much just by sitting in a class, listening to teachers, memorizing
prepackaged items and spitting out answers. They need to be continuously assessed by
their teachers while learning is on progress. Continuous assessment is a students’
evaluation system that operates at a classroom level and is integrated with the
instructional process. It is important to determine the relationship between what is
attended and what is achieved (Crzone 1990). Likewise, Mkhonta (2003) explains that
continuous assessment is an essential component of the instructional process that uses the
“assessment feedback-correction” learning cycle that is missing from the time limited
examinations.

Recognizing the importance of continuous assessment, the MoE has introduced it at

different levels of the education system. As stated in the 1994 Education and Training
Policy, the practical task of implementing the new curriculum at different educational
levels ( primary, secondary and university) requires continuous assessment as part of the
curriculum in general and instructional process in particular. To realize this, the role of
teachers and students has paramount importance. This means that teachers and students
should be well informed and have awareness about the concept and procedures of
practicing continuous assessment before they are made to implement it. In line with this,
Teshome (2001) suggested that teachers’ knowledge and attitude should be considered
for effective implementation of the assessment program. William and Burdon (1997) also
strengthen this contention and pointed out that teachers’ actions are highly influenced by
their knowledge. This implies the need for attention to be given to the practice of

3
continuous assessment and the challenges teachers face in implementing the program at
high school level.

Besides from the observation and experience of the researcher, most teachers seem to
lack clear understanding of the concept of continuous assessment. A teacher for instance,
might interpret continuous assessment as continuous testing. This wrong
conceptualization of the term will even affect the need to employ variety techniques to
assess learners’ progress. It is worthwhile, therefore, on the part of the investigator to
look into the state of continuous assessment practice and the challenges teachers face at
Oromia Special Zone.

Research Questions

This study was designed to examine the status, conditions for the practices of continuous
assessment, the factors that hinder or facilitate the practice and mechanisms to improve
the current practices of continuous assessment in secondary school. In line with this, the
study generally focuses to answer, how and under what circumstance is continuous
assessment practiced? More specifically, the following questions were addressed in this
study:

1. What is the state of continuous assessment practices in secondary schools of Oromia

special Zone?
2. What are the factors that facilitate or hinder the effective practices of continuous
assessment in secondary schools of Oromia Special Zone?
3. What should be done to improve the current practices of continuous assessment in
secondary schools?

4
1.3 Objectives of the Study
The general objective of this study was to investigate the status of the current practices of
continuous assessment and the factors that facilitate or hinder the practices in the
Secondary Schools of Oromia Special Zone.

More specifically, this study is aimed at:

1. Examining the state of continuous assessment practices in secondary schools of

Oromia Special Zone.

2. Exploring those factors that facilitate or hinder the effective practices of

continuous assessment in secondary schools of Oromia Special Zone.

3. Providing a solution to improve the current practices of continuous assessment in

secondary schools.

1.4 Rationale of the Study

The findings of this study are important for different concerned educational partners that
are found at various levels. These are: policy makers, school administrators, teachers and
the school community. Therefore, the study provides information to higher officials and
policy makers about the current status of continuous assessment and the areas to be
considered in the process of making policy decisions. This study also gives information
to school principals on how continuous assessment is being carried out in the secondary
schools and the mechanisms to make improvements in the area. Moreover, the study
creates awareness among WEO about the existing problems and to take shared
responsibility for the implementation of continuous assessment. Furthermore, it suggests
alternative solutions to be used by teachers, students and principals to minimize the
problems in the implementation of continuous assessment. Finally, the study could be
used as an additional source of information for further studies.

5
1.5 Delimitation
This research would be more conclusive if it has been carried out at regional level.
However, because of financial problem and time constraint, it is limited to the study of
practices and challenges in implementing continuous assessment in five selected
secondary schools out of fourteen (14) secondary schools in Oromia Special Zone.
Moreover, the study is delimited to assess the state of practices and challenges in
implementing continuous assessment.

1.6. Limitation of the Study

The potential problem faced in the research process was unwillingness of a few
respondents to fill in the questionnaire and return back on time; and the shortage of time
to collect the data were the constraints which encountered the researcher. However, the
researcher appoints the respondents frequently and showing the commitment to complete
this study successfully.

1.7. Operational Definitions of Key Terms

Continuous assessment: assessment done formally and informally on a regular and

continuous basis. It is integrated with instruction to improve, help, shape and direct the
teaching learning process.

State of continuous assessment: it shows the degree to which the continuous assessment
activity implemented in schools.

Continuous assessment practices: the overall efforts made in the implementation of

continuous assessment or any activity that was made in relation to continuous assessment
implementation.

6
 CHAPTER TWO

CONCEPTUAL FRAME WORK OF THE STUDY

This chapter deals with the review and presentation of related literature which includes
concept of classroom assessment, meaning and nature of continuous assessment,
assessment paradigms, purpose of assessment, basic requirements for assessment,
principle of good assessment, theoretical and educational foundation of continuous
assessment, characteristics of continuous assessment and research findings on continuous
assessment. Finally, the conceptual model of the study is presented based on the review
of literature.

2.1. The Concept of Classroom Assessment

Classroom assessment might be conceptualized in different ways by different scholars. It
is the processes where the teacher and student are try to improve the teaching learning
activity in order to achieve the objective of the instruction. According to Angela and
Cross (1993), classroom assessment is both a teaching approach and a set of assessment
techniques which refers to all the activities undertaken by teachers and by their pupil
assessing themselves. It provides information which serves as a feedback to modify
teaching and learning activities. Classroom assessment can also be defined as a process of
gathering evidences of what pupil know, understand and able to do (Bc-Home, 2008).

Recently, educators advocate that the assessment going on at the classroom level should
aimed at high stake tests, because the former operates in the context in which instruction
is going on, is better to monitor and guide the teaching learning process so as to
continuously improve teaching learning (USAID/BEP, 2006). Besides, unlike nation or
region wide tests in the form of high stake tests, assessment that takes place at the
classroom level focuses not only on assessment of learning but also on assessment for
learning (Nitko, 2004). In a similar way Hassen, (1998) stated that classroom assessment
has a much more potential to provide immediate diagnostic and formulate feedback better
than the summative. In the emerging view, therefore, the main purpose of classroom
assessment is to guide pupils’ learning.

7
Classroom assessment, it offers a mechanism on how curriculum, instructional activities
and assessment impact pupils’ effort and achievement and provides appropriate
information about the progress and competency of pupils to stakeholders (BrookHart,
1997; Hassen, 1998; USAID/BEP, 2006). Hence, it is recommended that inculcating the
new approaches to assessment is vital to improve instruction and help educational
stakeholders benefit from the practice at high level. Realizing this fact, Hassen (1998)
pointed out that classroom assessment has now become the most crucial, frequent and
pervasive issue in educational systems to determine the quality of learning; how pupils
know, how efficiently they perform and what attitudes they have developed for future
learning.

Classroom assessment as explained above is usually carried out by teachers to improve

pupils’ learning and teachers’ instruction on the basis of impressions gained through a
variety of assessment techniques they employ. However, this part of educational
assessment is the most difficult aspect of teaching. Because judging pupils’ work with
respect to the different educational domains is difficult since it is a continuous process
that demands teachers’ knowledge, skills, time and energy.

The above discussion indicate that classroom assessment is carried out by teachers on
continuous basis while teaching and learning is going on and it is vital to improve pupils’
learning and teachers’ teaching. When classroom assessment has such features, it is
termed as continuous assessment.

2.2. Meaning and Nature of Continuous Assessment

It is helpful that understanding the meaning and nature of continuous assessment before
going through the study. The meaning and nature of continuous assessment is discussed
as follows.

2.2.1. Meaning
Continuous Assessment is a classroom strategy implemented by teachers to ascertain the
knowledge, understanding and skills attained by students (USAID, 2003). USAID in its
Education Quality Review news letter explained that teachers make an assessment in a
variety of ways over time to allow them to observe tasks and to collect information about
what students know, understand and can do. These assessments are curriculum based

8
tasks previously taught in the class. Continuous assessment occurs frequently during the
school year and is a part of regular teacher pupil interactions. Pupils receive feedback
from teachers on their performance that allows them to focus on topics they have not yet
mastered.

The other definition given by the Ministry of basic Education and Culture of Namibia
(1999) showed that when both formal and informal assessments are done on a regular and
continuous basis, they are referred to as continuous assessment. Continuous assessment is
meant to be integrated with teaching in order to improve learning and help, shape, and
direct teaching learning process.

According to the ministry of basic education and culture of Namibia, the assessment is
continuous because it occurs at continuous, following a lesson, usually occurs following a
topic and frequently occurs following a theme.

Another definition by Alause, (1999) indicated that continuous assessment should

involve a formal assessment of learner’s effective characteristics and motivation in which
they will need to demonstrate their commitment to task over time, their work force
readiness and their competence in team or group performance contexts. Furthermore,
continuous assessment is a way of collecting information about learners on regular basis
in order to improve the teaching learning process (Puh1, 1997). Continuous assessment is
the process of gathering information to make decision about the learner, based on what
they know and can demonstrate as a result of instruction (Pasigna, 2003).

According to Mkhonta (2003), continuous assessment is a way of finding out what

pupils’ know, understand and can do so as to improve learning. In the same manner,
Curzon (1990) stated that continuous assessment is a comprehensive term, which refers,
particularly, to inquiring into the learners’ competence, knowledge, attitude and skills
through visions, students’ profile using different assessment method to improve learning.
From the above definitions one could infer that continuous assessment is an assessment
approach that involves the use of variety of assessment instruments for assessing the
learning and teaching process to improve students’ learning.

9
2.2.2 Nature of Continuous Assessment
Continuous assessment, by its nature is systematic, comprehensive and cumulative, and
guidance oriented activity and that its effective implementation needs to fulfill these
peculiar features (Adebowale et al 2008; Eggen and kauchak, Hounsell, et, al 1996, cited
in Birhanu 2004). In terms of comprehensiveness, continuous assessment practice
requires the use of varied approaches and assessment tools stated otherwise, teachers by
using continuous assessment can address behavioral domains which could not be
assessed by terminal based assessments. In view of this, ICDR (2004) has listed the
following areas which continuous assessment can address:

 Assessing achievements in various subjects using real exams and different

written tests.
 Assign school related behavioral aspects, such as participation in the instruction
process, extracurricular activities and fulfillment of assessments discipline and
punctuality.
 Assessing general behavioral aspects like characteristics, interests, beliefs and
attitudes.

Comprehensiveness is not only in terms of the behavioral domains measured but also in
terms of the assessment tools teachers use to assess those areas.

According to Freedman (1998), continuous assessment, other than tests or examinations

must include varied assessment tools such as projects, presentation, interviews,
observations, oral questions, home works, seat works and similar other kinds.

Therefore, comprehensiveness in assessment is meant addressing multiple learning styles,

variety in semester and weekly projects and variety in the thinking skills and inquires.
Hence, pupils’ marks could then be a profile of many areas of competence rather than
concentrating on a single behavioral domain (Ali, 1988)

The cumulative nature of continuous assessment is related with decision making. This
means in order to make dependable and reasonably accurate decisions, teachers must
depend on variety of evidences collected using instruments at different times. In support
of this, Suskiel (2004), prescribed teachers to collect enough evidence to get

10
representative sample of what their pupils have learned and can do. The justification is
that a complete picture of pupils’ performance could be known only when teachers put
together enough pieces of evidence.

Assessment is not an end by itself but the means to an end (Grunlund, 1981; Lin and
Nitko 2004), the guidance nature of continuous assessment is driven form this general
principles of measurement and evaluation. Continuous assessment mainly focuses on
monitoring and guiding pupils’ progress throughout the content of the subject material
taught.

In the nature of continuous assessment, systematic planning is a mile stone of continuous

assessment practice. Planning continuous assessment ensures whether or not the proposed
assessment scheme is progressive and properly integrated and that the different
assessment vehicles are properly matched to the objectives and learning out comes that
they intended to assess. These integrated natures of continuous assessment are put
together by Adebowale as follow:

Continuous assessment is a systematic in that it requires an operational plan it is also

cumulative in nature in that only decision making about a learner is based on earlier
decisions and is guidance oriented in that only data gathered on pupils will serve as
the basis for further academic growth and development (2008:5).

So teachers are expected to plan the assessment activity with variety of techniques and
methods in order to have a complete picture or performance level of their students.

Therefore, teachers said that continuous assessment implementation is sound only when
the actual practice suits with what the theory states.

2.2.3. Assessment Paradigms

The current literature suggests that there are four assessment paradigms to classroom
assessment that can be used in conjunction with each other “assessment of learning”,
“assessment for learning”, “assessment as learning”, and “Assessment in Learning”

11
Assessment of Learning
Most commonly, assessment is defined as a process whereby someone attempts to
describe and quantify the knowledge, attitudes or skills possessed by another. Teacher
directedness is paramount and the student has little involvement in the design or
implement of the assessment process in these circumstances: Teacher designs learning
and collect evidences to judge what has been learnt and what has not.

Assessment for Learning

The assessment for learning involves increased levels of student autonomy, but not
without teacher guidance and collaboration. The assessment for learning is sometimes
seen as being a kin to ‘formative assessment’ and can be seen as informing teaching.
There is more emphasis towards giving of useful advice to the student and less emphasis
on the giving of marks and the grading function: Teacher designs learning and design
assessment with feedback to students concerning students learning.

Assessment as Learning
‘Assessment as learning’ is perhaps more connected with diagnostic assessment and can
be constructed with more of an emphasis on informing learning. Assessment as learning
generates opportunities for self assessment and for peer assessment. Students take an
increased responsibility to generate quality information about their learning and that of
others. Teacher and student co-construct learning, assessment and learning progress map.
Assessment for learning and assessment as learning activities should be deeply embedded
in teaching and learning and be the source of interactive feedback, allowing students to
adjust, rethink and re-learn.

Assessment in Learning
The assessment in learning places the question at the centre of teaching and learning. It
deflects the teaching from its focus on a ‘correct answer’ to focus on ‘a fertile question’.
Through the inquiry, students engage in processes that generate feedback about their
learning, which come from multiple sources, and activities. It contributes to the
construction of other learning activities, lines of enquiry and the generation of other

12
questions: Students are at the centre of learning, monitors, assesses and reflects on
learning and initiates demonstration of learning (to self and others). Teacher plays a role
as coach and mentor.
Teachers and students need to understand the purpose of each assessment strategy so that
the overall assessment ‘package’ being used by learners and teachers accurately captures,
generates and uses meaningful learning information to generate deep learning and
understanding.

2.2.4 Purpose of Assessment

The purpose of assessment is many. It serves to see whether the teaching learning carried
out in schools achieve its objective or not. According to Namibia Ministry of Basic
Education and Culture, Teachers’ Manual on Formative Assessment in Science Class
(2010), the following purposes of assessment was suggested.
To ascertain what learning, change and progress takes place in the child over a period of
time in different subjects of study and other aspects of the child’s personality, to find out
the needs and learning style of every learner and to devise a teaching-learning plan that is
responsive to the individual needs and learning styles. Further, it helps to improve the
teaching-learning materials by adding value and help every learner find out their
interests, aptitudes, strengths and weaknesses so that the learner can evolve effective
learning strategies, to measure the extent to which curricular objectives have been
realized and to enhance the effectiveness of the teaching-learning process.

In general the purpose of continuous assessment circles around improving teaching-

learning activity, addressing students interest in the course of learning and create an
opportunity for both teachers and students to work for the same purpose-improving
students learning. So, in order to make assessment activity fruitful, prior to the
implementation teachers are expected to suit their assessment activity to serve the above
listed purpose.

2.2.5 Basic Requirements for Assessment

In order to achieve the purpose that the assessment serves in the teaching learning
activity, one should follow the basic requirement of the assessment in the process of

13
planning and implementing the assessment activity. The following pre-condition need to
be met to make an effective and appropriate assessment (ICDR, 2004).

Assessment must be a planned activity. It should be planned how and when the
assessment will be made. The teacher must be equipped with adequate knowledge and
capacity about assessment techniques and the assessment should be based on the actual
condition, time, place and social factors of the class, pupils’ level of knowledge and the
nature of instruction. Further variety of items and assessment techniques should be
selected and applied, the items should be prepared in a clear, readable and precise
language, and assessment should be well administered and its result must be recorded
documented and also reported.

All continuous assessment activities which are exhibited in the process of teaching
learning should have the precondition which makes the process successful. Planning the
assessment activity why, when and how in its implementation has its own positive impact
on the results of the assessment.

2.2.6 Principle of Good Assessment

Assessment practice has its own principles. Regarding this, Jorolimk and Paker (1997),
&Ruddell (1997) suggested the following as principles of good assessment. These
include:

Assessment should focus on learning. Its goals are to encourage, assist and enhance
learning, not to punish student who perform poorly. Reward students who straggle to take
risk for their learning. Teachers should treat assessment as an integral part of curriculum
and instruction. If assessment is to facilitate students learning, it must be woven in to the
fabric of curriculum and instruction. It must be done before, during and after instruction.
It should reduce competition and increase cooperation in the classroom. This is against
the commonly held belief of traditional and pencil test systems. Many researchers have
opposed this view. They say it has negative impact on learning. The purpose of
assessment is to find out how well and in what ways students are able to do what they
want to do. Thus cooperation among the student is needed. Assessment should build
feeling of self worth and competence. Assess students’ performance in authentic tasks.

14
Assessment should be aimed at looking in to students’ ability to apply knowledge and
skills successfully in meaningful or authentic tasks which show their ability to use what
has been learned.

Moreover, it should be equitable. Assessment procedures are fair, just and impartial.
There is no bias in terms of race, gender, abilities, culture, economic status or economic
background and provide ample opportunities to learn. Before students are to be assessed,
they should be given ample opportunities for their learning and finally, it should include
consistent and meaningful reporting.

2.3 Theoretical and Educational Foundation of Continuous Assessment

The theoretical foundation of continuous assessment lies on Piaget’s and Vygotsky’s

(1969) learning theories.

Piaget believed individuals must adapt to their environment. He described two processes
for adaptation which is an organism’s ability to fit in with its environment, assimilation
and accommodation. Assimilation is the process of using or transforming the
environment so that it can be placed in preexisting cognitive structures.

Accommodation is the process of changing cognitive structures in order to accept

something from the environment. It changes the schema, so it can increase its efficiency.
By using Piaget’s theory in the classroom, teachers and students benefit in several ways.
Teachers develop a better understanding of their students’ thinking. They can also align
their teaching strategies with their students’ cognitive level (e.g. motivational set,
modeling, and assignments). Their goal is to help the individual construct knowledge.
Conservation of constancy, as defined by Garner (2008:34), “is the ability to understand
how some characteristics of a thing can change, while others stay the same”.

In other words, it is the realization that even though an object can be changed physically,
some of the characteristics for that object remain the same. For instance, if you give
students modeling clay and tell them to mold it, the shape will change, but the color of
the modeling clay will remain the same. Conservation of constancy “identifies

15
relationships and makes sense of physical and abstract information” (Garner, 2008:47).
Educators create, implement, and assess the curriculum being taught, assuming
throughout the process that students can conserve constancies. If students lack this
ability, they will not benefit academically because they have limited concrete sensory
data and literal interpretations. Thus, they will experience difficulty in thinking
abstractly, problem-solving, planning, and discerning relevance (Garner, 2008: 35). For
example, if the student is studying fractions, he or she may not be able to recognize that
one-third and three-ninths are equal.

In order for students to develop their conservation of constancy skills, teachers must
provide their students with opportunities to recognize similarities and differences at both
the physical and abstract Visualization and reflective awareness are crucial to students’
understanding of conservation of constancy. By encouraging students to notice
similarities and differences in objects, they increase their conservation of constancy.

According to Vygotsky’s Theory, Social interaction plays an important role in student

learning. It is through social interaction that students learn from each other, as well as
adults. Vygotsky’s theory suggests that we learn first through person-to-person
interactions and then individually through an internalization process that leads to deep
understanding. Vygotsky explores three different types of speech: social, private, and
internal. He refers to social speech as the instructions given by adults to children. Private
speech allows children to process what the adult has said and try to apply it to similar
situations. For example, a teacher tells the class to keep their hands to themselves. Self-
control is an example of private speech because children are using for themselves the
same language that adults use to regulate behavior. So, since their teacher has informed to
keep their hands to themselves, the students do not hit or punch each other in class. Both
teacher and student share the responsibility of developing students’ private speech.
Internal or inner speech takes place “as the student’s silent, abbreviated dialogue that she
carries on with self that is the essence of conscious mental activity”

16
Vygotsky’s central topic was the Zone of Proximal Development (ZPD), which uses
social interaction with more knowledgeable others to move development forward. A
more capable person, such as teacher or peer, provides assistance to the student; the
student is able to complete the task with this assistance. Students, who are in the ZPD,
need active teaching. Therefore, Vygotsky’s theory promotes the belief, “What is learned
must be taught.” Teachers should be explaining, modeling, and using guided practice in
the classroom. By modeling what they want their students to do, students will be better
able to work through their assigned tasks.

Think-aloud, an instructional strategy that allows students to talk through new steps of an
endeavor aloud can be used with upper elementary and middle school students, who are
in the ZPD. This strategy assists students’ thinking about how they make meaning.
During think-aloud, students listen to a skilled reader using “strategies to comprehend
text and their teachers’ thinking become visible to them”. Students need time to try out
various strategies, so they can develop answers or responses. At the same time, teacher
questioning techniques should guide the social interactions implicitly or explicitly.
Think-aloud help teachers determine why and how students are experiencing difficulty in
reading. In addition, students can analyze their own thinking about their reading.

Educationally, continuous assessment is based on the constructivist epistemology which

assures knowledge as something produced through the meaningful interaction between
the learner and the world around him/her (ICDR, 2004). This would be possible when
pupils are made to actively involved in the entire system of the teaching learning process.

The insights from the learning theories and emerging educational philosophies led to a set
of changes in the classroom assessment. One area of change is the assessment trolls and
frequency of the assessment itself. Regarding this change (Liu cited in USAID/BEP,
2006 ) asserted that pupils don’t need to acquire a vast amount of information, typically
the focus on traditional assessment but rather the ability to think and organize the
information for specific purpose. The implication is that assessment should move away
from the narrow focus on simple tests to assessment methods that address the overall
development of pupils. The other area of change is the form of regularly monitoring the

17
teaching learning process and using varied ways of assessment and providing frequent
and constructive feedback on how learning is progressing rather than merely auditing
learning (USAID/BEP, 2006).

Generally, the foundations that continuous assessment established itself on the

contemporary development is cognitive and constructivist theory which in turn change
educational practitioners’ view of knowledge acquisition and competence.

2.4 Characteristics of Continuous Assessment

A more complete view of continuous assessment requires that a teacher understands
information about students learning and should be used continuously during the teaching
process to improve teaching and learning. Therefore, according to Jamaican Ministry of
Education, youth and culture (2004), in effective classroom assessment mode, there are
five features of continuous assessment.

 Continuous assessment encourages the use of multiple works. Assessment often

occurs and for different purposes and is not limited to the end of term or end of
year.
 Continuous assessment allows for timely feedback to the major stakeholders in
the systems. When continuous assessment mode is used, the teacher can
regularly monitor and report on the program that students are making to words
the attainment targets and objectives set out in the official curriculum. If a
teacher does not recognize a student’s learning errors until the end of the term
or the end of the year, it is usually too late for any corrective as well as its time
lines significantly impact on how a student responds to it.
 The continuous assessment model makes it easier to use a variety of assessment
methods. For example, a teacher can use a class discussion, oral questioning, a
project, class work, assignments, and student’s observation to help him gather
different types of information he/she needs to plan, teach, decide and report.
The validity of our decision is greatly improved when we use a variety of
assessment methods for gathering and interpreting students’ information.

18
 Continuous assessment gives opportunities for collaboration including students
in the assessment process through self evaluation and for evaluations and asking
for reflection on what they have leaved motivates them.
 Continuous assessment occurs throughout the teaching learning process. A
teacher who has more understanding of continuous assessment, required to
realize that assessment information should be used through all the teaching-
learning process. In other words, that assessment really must be continuous. If
we divide the teaching process in to three stages, we can describe continuous
assessment in each stage along with the main purpose of assessment.
a. Before instruction gather information about what students already know
about the upcoming unit and what misconceptions they may have used
this information to help plan the instruction and teaching activities for the
unit.
b. During instruction gather information about how well students are
learning thus for, use the information to decide which students are
making good progress and which are struggling and use the information
to guide change that should be made in the lesson plans or to guide
remediation or re- teaching
c. After instruction gather information about how well students have
learned the material that was taught, use the information to assign grades
or re-teach students who have fallen defined.
In general, effective assessment helps to focus effort on implementing strategies
to facilitate learning both inside and outside the classroom, and demonstrates the
characteristics like: congruent with instruction, and integral to it, ongoing and
continuous, based on authentic tasks and meaningful learning processes and
contexts; based on criteria that students know and understand, appealing to their
strengths; a collaborative process involving students; multi-dimensional, and uses
a wide range of tools and methods; and focused on what students have learned
and can do.

19
2.5. Rationales for Using Continuous Assessment
The conventional assessment focuses more on the end results that students get. Some
scholars argue that although it is important to judge the achievement of students at the
end of a semester or a course, assessment should mainly be used to improve the teaching
learning process (Plessis et al 2003, Pasigna, 2002; Ellington and et al, 1997). Hence,
then advocated a paradigm shift from conventional assessment to continuous assessment.
The characteristic of this shift (a paradigm shift in educational assessment) is the moving
of assessment from a judgmental roll to a development role. This move reflects evolving
ideas on the nature of assessment and its purposes Puhl(1997:3).

The scholars present a number of rationales for using continuous assessment in schools.
Continuous assessment is a way of collecting information about student’s strength and
weaknesses and provides important remediation in order to maximize their learning.
Bock, Elago and Kunyanda (2003), point out the following rationales as to why
continuous assessment is used in classrooms.

It is useful to diagnose learner strength and needs (so that appropriate teaching can be
provided); to provide feedback to teachers about how well they are teaching (so that they
can make needed changes and continue doing things that are effective); to inform and
guide instruction (for example, to help a teacher decide if remedial teaching is needed by
some learners or if the whole class needs more teaching on a topic), to inform learners
how well they are learning (so they continue to do good work and so that they know
when they need to improve); to make clear to learners what they are expected to learn ; to
motivate and focus learners attention and effort (to help them learn better). More over it
helps to evaluate and grade learner achievement; to provide a record of progress; to
predict learner readiness for future learning and to ensure and improve the effectiveness
of the school.

Generally, through continuous assessment of students’ performance, it is possible to get

regular information about teaching, learning and the achievement of learning objectives
and competences. Moreover, teaching and learning is not a process that can be completed
in a short period of time, so it needs an ongoing assessment.

20
2.6. Advantages and Drawbacks of Continuous Assessment
Continuous assessment practices have its own merits and demerits. Knowing these helps
to improve the practice when it is needed. The advantages and drawbacks of the
continuous assessment practice were emphasized in relation to teachers and students as
indicated below.

2.6.1. Advantages of Continuous Assessment

In the school activity continuous assessment have tremendous advantage for the learners
and teachers as discussed below.

A. For learners

Research finding in different area, concluded that the following are uses of continuous
assessment in developing ability of learners. These are it equip them to reflect on and use
a variety of learning strategies and enhance lifelong learning, solve problems and make
responsible decisions using critical and creative thinking, work with others as members
of them (group) and deal with information critically. Further, it helps the learner to
communicate effectively using visual mathematical and language skills and use science
and safe choices for healthy living; appreciate the links between mental conceptions of
knowledge and manual tasks informed by such knowledge and act in a way that reflects
justice, democratic values, and respect for human dignity

B. For teachers

Continuous assessment as (Sitiggnns 1998; Ostcrhof 1999; Popham 1999 et. al

concluded that it helps the teachers in the classroom by the following points. These are to
find out what students know and can do; to gain confidence in what we say our students
know and can do and it help teachers to provide all children with opportunity to show
what they know and to promote learning for understanding. Moreover, to improve
teaching and determine what kind of remediation and enrichment activities to provide and
to identify with students need assistance.

21
2.6.2 Drawbacks of Continuous Assessment
Even though continuous assessment is a preferred way of assessing learning for some
schools, it is not with some drawbacks which are discussed in details below. Learners
who are assessed continuously may feel that they are always under surveillance for every
mistake they commit (Nitko, 2005; Plessis, et al 2003). This may have a negative impact
on the learners’ performance. Continuous assessment may also bring a profound negative
effect if it is not well planned and properly protected. Regarding this, Ellington and Early
(1997:121) stated that:

Unless continuous assessment is carefully planned and coordinated, there is a very

real danger that student may be grossly over assessed particular of certain times of the
year, when several lectures are asking simultaneously for assignments to be handed in
continuous assessment can, if not properly managed adversely and their tutors with
the latter being regarded with suspicion and (Some extreme cases) enmity and
occasionally even introducing mal practice, as in introducing penalties for seeking
help.

So, unless continuous assessment is planned in an appropriate manner, it is difficult to

achieve the basic objectives of practicing continuous assessment. In order to enhance the
effectiveness of continuous assessment, it is important to minimize the drawbacks.
Ellington and Early (1997) point out that teacher need to have a well developed
knowledge and skills to be creative in their implementation at continuous assessment.
Teachers should also have a well organized plan of assessment to maximize the success
of continuous assessment, and the entire problem listed above can be overcome by
carefully planning and good practice.

2.7 Research Findings on Continuous Assessment

Although researchers, specifically on continuous assessment are scarce in secondary
schools, there are abundant researches on the implementation of continuous assessment in
primary schools. A few will be discussed here to give a sense of the international and
national context in relation to primary and secondary school levels.

22
2.7.1 International Research Findings on the Implementation of Continuous
Assessment.
There were research findings on continuous assessment in different countries in different
time. To have the necessary ground the researcher revises some of the findings based on
its relatedness with the title under study. Hence, implementation of school based in
Zambia, in Swaziland and Namibia were revised as follows.

A. The implementation of school based continuous assessment (CA) in Zambia

In Zambia, continuous assessment is defined as an ongoing diagnostic classroom based

process that used a variety of assessment tools to measure learner performance over the
years, examinations have been used.

To selection and certification without formal consideration on school based continuous

assessment as a component in the final examinations of grade seven levels. The ministry
of education introduced school based continuous assessment for two reasons: For
certification and selection.

There has been an increasing criticism in the educational field on high steaks examination
of having harmful effect on student learning and that it should be reduced to a minimum.
Because formative assessment if properly implemented in schools is a powerful means to
improve student learning. In the international scenarios, formative assessment has already
been practiced in schools in various western countries including Australia Canada,
Denmark, England, Finland, Italy, Netherland and Scotland.

Challenges in implementing the school based continuous assessment

The findings from the timely monitoring visits that were conducted to the pilot schools
related that the teachers encountered various challenges in implementing the formative
school based assessment

The major challenges were: large class size, remediation and enrichment, pupils’
absenteeism, teaching and learning resources, teacher net working and monitoring and
feedback.

23
The major benefits are:

Continuous assessment offers a way to cater for a diversity of learners in a large class
help to standardize the assessment procedure in the schools and enables for continuous in
Service training; provision of different teaching and learning materials and help for
proper record keeping and easily transferable etc.

B. Continuous assessment in Swaziland

The assessment of students learning in the classroom by teacher occupies a central role in
the learning process. If handled properly by competent teachers, continuous assessment
contributes largely to the superior achievement of students (Makhonta, 2003).

The rational for using continuous assessment, thus, was seen as a procedure to address:
The deteriorating quality of education because the system was failing to meet the
demands of high population growth; the ever increasing dropout and repetition rate and
the nature of the Curriculum being abstract and its lack of connection to students every
day experience.

According to Mkhonta (2003), the continuous assessment program in Swaziland was

based on the principle of mastery of learning which can make every child become a
successful leaner in given time and opportunity.

In this case, there were many and varied assessment tests. A survey by the continuous
assessment unit also revealed that a number of teachers made tests were shallow and
merely tested recall, so it was decided that the continuous assessment unit should assist
teachers by an item specification book specification booklet to guide them in setting good
test item.

An evaluation report of the use of continuous assessment in schools in Swaziland based

on interviews, class work, observation and inspection of written works led to the
conclusion as follows.

Over 50% teachers were found to be teaching forward clearly defined objectives only a
quarter of teachers used the item specification handbook when constructing their own
tests. A majority (70%) did not understand how to draw illustrations, or because a

24
 school did not have duplicating facilities. This was the case in most schools. Although
there was provision of corrective activities, which offered student explicit, guidance
and direction on how they can correct their learning errors and remedy learning
problems very few teachers attempted to carry out remedial and enrichment activities
yet this is a key element of mastery learning approaches. Those who did encountered
difficulties relating to lack of time, class management, lack of materials and lack of
“know how” the most commonly adapted strategy was to provide revision for the
whole class. Again this is not occurred with recommendations in the use of mastery
learning (Mangagula, 1995, Cited in Mkhonta, 2003:76).

So, it is possible to say from the above conclusion, continuous assessment practice in
Swaziland is not in the position of bringing overall changes in the assessment activities. It
requires a proper designing of continuous assessment practices.

A challenge for the Swaziland MDE and all stakeholders is design a continuous
assessment program that will be compatible with and take into consideration the realities
of the situation in Swaziland schools. Do to this end a number of studies and reports have
been made as well as consolations a geared toward finding lasting solutions to the
problems that are associated with the implementation of continuous assessment program.

C. Continuous assessment at primary school level in Namibia

Finding strength and short comings regarding current assessment practice in Namibia was
assessed as follows.

1. Achievements

Continuous assessment achievements in Namibia are summarized by Plessis. According

to Plessis (2003), some of the achievements scored through the reform of assessment
policy and practice include: The democratization of the monitoring and assessment
exercise through which various stakeholder platforms have been created; numbers in
service training initiatives to manpower the implementers. In fact, some implementers
have become experts in handling the issues under discussions and initiatives to empower
the learners through learner centered methodologies and so on.

25
 2. Short comings

In assessment policy and procedures the reports by Directorate of national examination

and assessment (DNEA, cited in Plessis (2003) should that short comings related to
assessment include: Lack of understanding the policy guidelines by some implementers;
lack of proper control and supervision mechanisms, especially at school and regional
levels; inability of some teachers to understand how continuous assessment feedbacks
can be used in classroom practice better and reluctance of learners to simply participate in
or do continuous assessment tasks

Moreover, lack of commitment on the part of teachers and learners regarding continuous
assessment, to conclude, the system appears to rest on well considered theoretical
underpinnings. There seem, however, to be some major short coming at the practical
implementation level. As such, the current assessment and monitoring procedures and
practices done of seen to contribute to and inform classroom practice as optimally as
originally intended.

2.7.2 National research Findings on the Implementation of Continuous Assessment.

From research findings to Ethiopia context, Birhanu (2004) indicated that proper
handling of student assessment in general and continuous assessment in particular at high
school level in selected high school in Arsi Zone is poor and not up to the standard
compared to the contemporary assessment system. This finding further indicated that the
major problem in implementing continuous assessment include lack of awareness about
the technique and procedures, lack of guideline /directives in implementing continuous
assessment, inadequate preparation of teachers on continuous assessment, lake of
technical support, unmanageable large class size, lack of adequate learning materials,
lack of adequate supervisions who can guide practitioners, lack of students motivation
and learners negative attitude towards project and assignment. According to his study
these were found to be practical problems in implementing continuous assessment in Arsi
Zone high schools.

Derebsa (2003), also in his research findings on assessment techniques and the
implementation of a Learner centered approach indicated that with the constant focus on

26
the right answer to on examination question, student commit a large part of their time to
memorizing chunks of information, as replied by 90.3 % of the sample students because
teachers mostly emphasize facts and informative in their questions for exam/tests. He
further explains in his findings by saying that assessment, particularly in the form of
examination, which emphasizes recall of wide range of very specific information system
employed by teachers, only allows a student to pass by replaying information from
lecture and text books. The purpose of evaluation in the learner centered learning
approach is not merely to rate the learners’ performance and to maintain academic
standards, but it should be used instead to encourage independent learning and critical
thinking.

2.8 Conceptual Design of the Study

Continuous assessment practice as revised from different materials has its own principles,
guidelines and characteristics which facilitates the practice. Based on the theoretical
background discussed above, this study has its conceptual design which is the milestone
of the study process. Thus, assessment is both a teaching approach and a set of
assessment techniques which performed by teachers and their students to assess the
learning activity and challenges that hinder them to achieve the learning objective
through continuous assessment.

In this regard, assessment activities should appropriately plan and used in order to bring
the desired learning outcomes in students learning. Almost all materials which were
reviewed under this chapter discusses the assessment methods used, its policy and
guidelines, teachers experience and commitment, students’ interest and participation and
feedback provision system. Therefore, these areas are taken as the model which used
throughout the study to detect the status of continuous assessment practice in secondary
schools.

27
Fig.1. Conceptual model/ visual representation of the study.

Continuous
assessment
Assessment
policy and Principals’
method and
guidelines and school
techniques used
community
facilitation
and support
State of continuous
assessment practice

Feedback
provision Teachers’
system experience
Students’ and
interest and commitmen
participation

28
 CHAPTER THREE

RESEARCH DESIGN AND METHODOLGY

This chapter describes the methodology through which the research was conducted. The
population targeted, the research area, methods of data collection and analysis methods
were discussed here under.

3.1 Research Design

This study employed the mixed method. Because this method helps the researcher to see
the issue under study both from qualitative and quantitative perspective. And the method
is appropriate to bring a solution which is understandable and implemented by all the
consumers of the research findings. Further, mixed method is used to complement the
weakness of one method by the strength of the other method. Quantitative research
method helps to analyze a data which was quantitative in nature whereas, qualitative
research was used to analyze those data which were not quantitative in nature.

3.2. Research Method

Descriptive survey research was employed for this study. It is selected for the reason that
it enables the researcher to obtain current information about the practices and challenges
in implementing continuous assessment in selected secondary schools. It is also relevant
to collect detailed and a variety of information concerning continuous assessment.
Moreover, Kothari (2004) stated that the major purpose of descriptive survey is
description of the state of affairs as it exists at present. Furthermore, he explained that the
main characteristic of descriptive survey is that it enables the researcher to come up with
what has happened or what is happening.

3.3. Source of Data

Having a real source of data in the process of the study is unquestionable to address the
basic questions. To have thick and valuable data, both primary and secondary sources of
data were used in this study.

29
3.3.1 Primary Sources
Primary sources were principals, vice-principals, secondary school teachers, secondary
school students and woreda supervisors. Primary sources help the researcher to get
firsthand information about the issue under study.

3.3.2 Secondary Sources

Secondary data was obtained from documents. In this regard, an assessment of
documents related to the areas of the study was consulted at the selected secondary
schools. These documents include student mark list, teachers’ daily assessment report and
other important documents.

3.4 Sample Size and Sampling Techniques

The area under study, which is Oromia Special Zone, has six (6) woredas and eight (8)
administrative towns. The classification of this zone into woreda and administration town
is for the purposes of provision of effective administration and facilitating the guidance
and support to teaching and learning processes and other sectors development. Due to this
fact, all necessary activities related to teaching learning process are anticipated to be
realized in both cases.

However, in terms of facilities, and background of teachers, those secondary schools

found in administrative towns are more beneficial than those found in woredas. As a
result the researcher categorized the zone into two strata, which are administrative town
and woredas. On top of this, three out of eight administrative towns and two out of four
woredas were selected using simple random (lottery method) sampling techniques from
the two strata. Thus, for this study Gelan administrative town, Holeta Administrative
town, Dukem Administrative town, Sebeta Hawas woreda, and Wolmera woreda were
considered. In case, due to the absence of high school in, Akaki woreda and Barak
woreda were not considered in the population.

Moreover, a total of 5 (36%) secondary schools were incorporated in the study using
availability sampling techniques in the case of one secondary school and simple random
(lottery method) sampling techniques in woredas with two secondary schools. These
schools were Gelan secondary school, Oda Nebe Secondary School, Holeta Secondary
School, Tafki Secondary School and Menagesha Kolbo Secondary school. Likewise all

30
the available numbers of principal and woreda supervisor were taken from selected
woredas and administrative towns. In the case of teachers from the total of 144
respondents, 72 (50%) of teachers were sampled from each school by simple random
sampling techniques (lottery method). Furthermore, multistage sampling technique
following simple random (lottery method) was employed to select 219 students out of
5489 students in these sampled high schools. The aim was to create equal chance for the
population to be included in a sample.

31
Table 1.Sample Size and Sampling Techniques

Principals Woreda Teachers Students

Supervisors
No Secondary

Schools

Samp.

Samp

Samp

Samp
Popu

Popu

Popu
Pop

%
1 Gelan 1 1 100 1 1 100 13 7 53 219 9 4

2 Holeta 1 1 100 1 1 100 71 35 49 2529 101 4

3 OdaNebe 1 1 100 1 1 100 31 15 48 1498 60 4

4 Menagesh 1 1 100 1 1 100 15 8 51 585 23 4

5 Tafki 1 1 100 1 1 100 14 7 50 658 26 4

5 5 100 5 5 100 144 72 50 5489 219 4

Total

Simple
Availabilit

Availabilit
Sampling

random &
random
Simple
Multistage and
techn.

availability
simple random
y

Source: OromiaSpecial Zone education Office, 2004 E.C

32
3.5 Data Collection Instruments
Both quantitative and qualitative data were collected using different data collecting
instruments. Among these, questionnaire, interview, and documentary analysis were
employed for the study to collect primary and secondary data.

3.5.1 Questionnaire
For this study, questionnaire is the important data collecting tool. It was used as the data
collecting instrument to get sufficient primary data. Both open-ended and close-ended
questions were developed for teachers and students. The questionnaire is selected not
only because it is the most common data gathering tool, but also it helps to collect a great
deal of information within the time limit and help to reach large group of research
subjects Kothari, (2004). The questionnaire was prepared for teachers and students
separately. The items were prepared in English and translated to Afan Oromo for student
participants. This was because of that Afan Oromo is widely the medium of
communication in the area and to help participants to express their idea in detail.

To test the validity and reliability of the instrument, a draft of the questionnaire was
distributed for senior graduate students and to the researcher colleagues. They comment
that, the instruments were lacks consistency, clarity in some aspects and they identify
some topographical errors. Based on their comment the necessary correction was done to
improve the validity and reliability of the instruments.

3.5.2 Interview
The other instrument used for the collection of primary data for the study is an interview.
It is helpful to supplement the information gathered, through other instruments, as well as
for the clarification of some unforeseen information. Consequently, a face-to-face
communication was held with teachers, principals and woreda supervisors.

3.5.3 Documentary Analysis

In addition to the above instruments of data collection, documentary analysis was used to
gather secondary data. Therefore, reliable information was obtained from the five
selected secondary schools. Essential documents, like schools plans for the

33
implementation of continuous assessment, student mark list, teachers’ assessment report
and other relevant documents were analyzed.

3.6 Techniques of Data Analysis

Both quantitative and qualitative data analysis methods were used in the study.
Quantitative data which was collected through questionnaire from teachers and students
was organized, tabulated and described quantitatively, using percentage, frequency, and
chi-square. Those data which were collected from participants through interview and
open-ended questions were narrated in words in order to supplement the information
gathered through other instruments.

34
 CHAPTER FOUR

DATA ANALYSIS AND INTERPRETATION

This chapter deals with the presentation and analysis of data gathered from groups of
participants using questionnaire, interview and documents. The questionnaire was
administered to teachers and students, whilst the interview was conducted with
principals, and supervisors of woreda and administrative towns’ education offices at the
selected secondary schools. In order to get more information, documents were analyzed
in selected secondary schools and woreda and administrative towns’ education offices.
The first part of this chapter deals with the personal information of participants whilst the
second section deals with the analysis of the findings of the study in relation to the basic
research questions.

4.1 Background and Characteristics of Participants

In general, 291 questionnaires were distributed to the groups of participants. Out of these
questionnaire 260 (89.3%) were filled out and returned. Out of the total 260
questionnaire, 63(87.5%) and 197(89.95%), of the questionnaires distributed to teachers
and students respectively and filled out, returned and used for the analysis. All the groups
of participants of the selected secondary schools were asked to indicate their personal
information in the questionnaire. Their responses were summarized as follows.

35
Table 2. Characteristics of teacher participants by age, sex, qualification, teaching
experience and teaching load.

The following table deals with the personal information of teacher participants. It focuses
on sex, age, qualification, teaching experience and their work load.

No Items Teacher Respondents N %

characteristics
1 Sex M 48 76.2
F 15 23.8
Total 63 100
Return rate=63x100 87.5%
72
2 Age 20-25 yr 4 6.34
26-30 yr 24 38
31-35 yr 11 17.46
36-40 yr 8 12.69
41 and above 16 25.39
Total 63 100
3 Qualification Diploma 9 14.29
BA/Bed/Bsc. 54 85.71
Total 63 100
0-3 11 17.46
4-7 15 23.8
8-11 17 27
12-15 2 3.17
4 Teaching experience 16 and above 18 28.57
Total 63 100
10-15 21 33.33
5 Work load (periods) 16-20 37 58.7
21 and above 5 8
Total 63 100

Table 2 above dealt with the background information of teacher participants in the
research area. Specifically it explores sex, age qualification, teaching experience and
work load. Hence, respondents were asked at the first their sex in the first item of the
table. Thus, majority of them, 48 (76.2%) of the participants were male teachers and 15
(23.8%) of them were females. Females constitute only a few proportions of the staff.

36
This indicates that there was low employment rate of female employees in the schools.
This might imply that females were not empowered to be educated in the past few years.

Concerning the age composition of participants, majority, 35(55.46%) of the participants

were at the age group of 26-35years. This shows the teaching learning activity was
carried out by both who were less experienced and more experienced teachers. With
regard to the level of educational qualification, majority of the teachers 58 (92%) were
first degree holders. This is the positive factor which facilitates the continuous
assessment practice with necessary knowledge. Moreover, 31(50.8%) teacher participants
had 4-11 years service.

Regarding the teachers’ workload, 37(58.7) of the teachers have 16-20 teaching load per
week. This show in the research area (Oromia Special Zone) teachers has no such work
load which hinders them to practice the continuous assessment in their school.
In general the characteristics of the respondents have positive implication on the research
activity in that it helps the researcher to get the necessary data from different age group
and work experience.

37
Table 3.Characteristics of student participants
Table 3 below emphasizes the student participant characteristics. Mainly it stress on their
sex, age and their grade level.
No Item Student
participants’ N %
characteristics

1 Sex M 142 72
F 55 28

Total 197 100

Return rate=197x100 89.95
219
2 Age 14-16 45 23
17-19 131 66
20-22 13 7
23 and above 8 4
Total 197 100
3 Grade 9th 108 55
10th 89 45
Total 197 100

Table 3 above dealt with the background of student participants. It emphasizes on sex,
age and grade level of students. As we can see from the table 142(72%) male and
55(28%) female students were participated in the research process. Though the sample
selection technique was multistage and simple random sampling techniques, the
difference was existed because of that the number of female students at high school level
is low. Regarding their age, similarly 131(66.5%) of students were in the age group of
17-19. This shows us most of the students were at secondary school age level which
enables them to practice any activity that given them through continuous assessment
techniques.

4.2. Result and Discussions

Data should be discussed and interpreted in relation to the objectives of the research.
Based on the data collected from participants, in order to reach on the result the analysis
and discussion done as follows.

38
In-service and pre-service training background of teachers on continuous
assessment.
In-service training, such as periodic refreshment courses, workshops, seminars and
conference are essential parts of the ongoing work and development of teacher training
education in order to keep up with the current trends in the application of continuous
assessment. The effective implementation of continuous assessment depends on
continuous and practical training of teachers and students. If this is so, there will be
progress on teaching learning activity.

Table 4

No Description Response Teacher participants

N %
1 Have you had any Yes 25 39.69
form of continuous assessment No
training during your pre 38 60.31
service program
Total 63 100
2 Have you had any form of Yes 30 47.61
continuous assessment No 33 52.39
training in your work?
Total 63 100
3 Number of days in Alternatives N %
which you participated on One day 12 40
training at your work place Three days 14 46.6
A week 4 13.4
Total 30 100

As shown in table 4 of item No 1, respondents were asked if they had participated in any
form of continuous assessment training. Thus, 25(39.69%) of participants confirmed that
they had training on continuous assessment during their pre-service program. On the
other hand, 38(60.31%) have not taken the training in similar time. Similarly, 33(52.39%)
of the participants were never have taken the training concerning continuous assessment
in the work.

Therefore, though some teachers took the training in pre-service or in-service program,
the training lacks continuity and the training days were short. This affects the continuous
39
assessment practice process which teachers expected to implement in the teaching
learning activity.

Integration of continuous assessment method in lesson plan

Continuous assessment is well practiced if it is integrated with the lesson delivered in the
class. The following table discusses whether teachers integrate continuous assessment in
their lesson or not.

Table 5.

No Integration of continuous Response Teacher participants

assessment
N %
4 Including continuous Yes 47 74.6
assessment plan, in the lesson
No 16 25.4
Total 63 100
5 Frequency of incorporating Alternatives N %
continuous assessment in Always 12 25.5
lesson plan Sometimes 21 44.7
Rarely 14 29.8
Not at all - -
Total 47 100

Regarding the integration of assessment method in lesson, Jorolimk and Paker (1997);
Ruddell (1997), forwarded that teachers should treat continuous assessment as an integral
part of curriculum and instruction. If assessment is to facilitate students learning, it must
be woven in to the fabric of curriculum and instruction. Hence, in table no.5 item no. 4,
participants were asked to react if they include continuous assessment plan in the lesson.
Thus, majority of them 47(74.6%) were confirmed that they include it in a lesson plan.
This tells us though most of the teachers haven’t taken training; they incorporate
continuous assessment in the lesson. Concerning its frequency, when12 (25.5%) of the
teachers were included always the continuous assessment method in their lesson,
21(44.7%) include sometimes. As we understand from table 5, it seems most teachers
incorporate continuous assessment plan in their lesson. But results from the document
analysis shows there was no such well planned lesson which have different assessment

40
techniques. And also as the interviewee (Teacher Mengistu), from Gelan secondary
school on May 02/2012 responded, “Though we try to incorporate in the lesson, because
of time constraint and large class size, we did not implement the method in practical.”
Regarding this, Ellington and Early (1997:121) stated that:

Unless continuous assessment is carefully planned and coordinated, there is a very real
danger that student may be grossly over assessed particular of certain times of the year,
when several lectures are asking simultaneously for assignments to be handed in
continuous assessment can, if not properly managed adversely and their tutors with the
latter being regarded with suspicion and (Some extreme cases) enmity and occasionally
even introducing mal practice, as in introducing penalties for seeking help.

As it is understandable from interview results, though some teachers not include

continuous assessment in lesson plan, sometimes they use in a class without plan.

Stages of continuous assessment used in the lesson presentation

Table 6, below shows the stage at which teachers use continuous assessment in the lesson
presentation. If continuous assessment is the part of a lesson it should be used in an
appropriate place which helps to serve the purpose it intends.

Table 6.

No Item Stages at which assessments Teacher %

used participants’
response
6 At which stage of At the beginning of the 3 6.38
instruction continuous lesson
assessment was used While the course going on 13 27.6
At the end of the lesson 27 57.4
At each stage 4 8.5
Total 47 100

As indicated in item no 6 of table 6, participants were asked at what stage they use
continuous assessment techniques while they present the lesson. When only 4(8.5%)

41
participants use continuous assessment at each stage of the lesson, about 27(57.4%)
teachers use at the end of the lesson. As understandable from table 6, teachers use
continuous assessment differently at different stage, which makes the teaching learning
activity less interactive and don’t give a chance for students to take part in the whole
process. Literature taught us that continuous assessment should be practiced in three
levels in every lesson i.e. before, during and after the lesson. All these levels have their
own importance for students’ progress. Concerning the duration of continuous
assessment, USAID/ Basic Education Program (2006) as shown in the document, it
supports the three levels of assessment, but that of secondary school is quite different and
unmanageable.

Reasons to use or not to use continuous assessment

The reason why teachers use continuous assessment or they are not preferred to use the
method is discussed in the table. Sitiggnns (1998; Ostcrhof 1999; Popham 1999), as cited
in Dereje (2010) concluded the use of continuous assessment for teachers in the
classroom are to find out what students know and can do, to gain confidence in what we
say our students know and can do and also it provide all children with opportunity to
show what they know to promote learning for understanding.

Table 7.

No Items Alternatives No %
7 Use continuous to improve students’ learning (self 27 57.4
assessment learning, cooperative learning)
to know how much the students 14 30
understand the content
to develop the students participation 6 12.6
Total 47 100
8 Don’t use continuous it takes time and the lesson is given 5 31.25
assessment by plasma
shortage of materials 4 25
large class size 6 37.5
lack of awareness 1 6.25
Total 16 100

42
As in the table 7 above, participants were asked why they use continuous assessment.
Thus, 27(57.4%) teacher participants replied that they used continuous assessment to
improve students’ learning (self learning, cooperative learning), in similar way 14(30%)
participants were use continuous assessment to know how much the students understand
the content.

In contrast, in item no.8 about 16(25.4%) of the teachers were replied that they didn’t use
continuous assessment because of different reasons. About 5(31.25%) reply that they
were not use continuous assessment because of that it takes time and the lesson is given
by plasma. In the same way, 6(37.5%) of the teachers don’t use continuous assessment
because of large class size. Regarding this, one of the interviewee from Oda Nabe
Secondary school replied on May 04/2012, ”Most of the time after we collect and record
the assessment results, we use to give marks for students. That is the main reason why we
conduct an assessment.”

Even though marking is one of the purpose of continuous assessment, it has other
purpose, such as using continuous assessment results for diagnosing the areas in which
students have difficulty, teachers to monitor the impact of their lesson on students
understanding did not get attention and teachers use it to modify their pedagogical
strategies seemed to forgotten. In line with this, in USAID (2003) it is stated that
continuous assessment is much more than examination of students’ achievement and the
purpose of continuous assessment is beyond recording the result, and it includes
feedback, guidance modifying the teaching-learning activities.

Moreover, the purpose of continuous assessment is not only recording but also helping
particularly those students who performed below average using different means such as
remedial teaching or reassessing, giving tutorial, etc.

43
Using or not to use different types of continuous assessment techniques and
Students’ involvement in continuous assessment tasks
There are different methods of continuous assessment in assessing students learning. The
uses of these methods help the teacher to know each students understanding about the
lesson. The table below shows the responses of teacher participants regarding the issue.

Table 8.

No Items Alternatives Teacher participants

9 Do you use different continuous N %
assessment techniques in a class? Yes 58 92

No 5 8
Total 63 100

10 Involvement of student in Always 27 42.9

continuous assessment Sometimes 24 38
Rarely 11 17.5
Not at all 1 1.6
Total 63 100

As in table 8, item 9, above participants were asked whether they use different type of
continuous assessment in a class. Thus, 58(92%) were confirmed that they use different
types of continuous assessment techniques in a class. Only 5(8%) of them replied that
they were not used different types of continuous assessment techniques in a class. As the
data from interview and document analysis confirmed, though teachers try to use
different types of continuous assessment in a class, the activity was not address each
student or students were not assessed individually. We assesses only through group
works, paper and pencil test and assignments which lacks proper feedback and
comment.” So, it is possible to say, there is only intention to use continuous assessment
without having full understanding of how to use different techniques of continuous
assessment and because of this the real practice of continuous assessment is low.

One of the major importance of continuous assessment implementation is that it enhances

student participation in the teaching learning process.

44
Concerning the involvement of students in continuous assessment activity, as shown in
table 8, item 10, participants were asked whether they involve students in continuous
assessment activity or not. Hence, 27(42.85%) of the participants were responded that
they always involve their students in the activity. About11 (17.46%) rarely give a chance
to involve students in the continuous assessment activity. But results from interview
show that, “We teachers, give group work or project work for students in such a case
most students perform without full participation in the group member and we mark the
activity equally for all group members without checking the efforts made by each group
members because of shortage of time.”

Responses of teachers and students on the provision of feedback and its frequency
on continuous assessment activities
Feedback has been considered as a basic thing for learning (Rown free, 1987). Moreover,
it is a crucial feature of the teaching learning process for it contributes directly to the
progress in learning through the process of formative assessment and directly through the
development of pupils’ academic self esteem.

Table 9.

No Items Participants Total Chi-

Altern
atives

Students Teachers square P-

N % N % N % value
11 Feedback Yes 93 47.2 58 92 151 58
provision 39.3 0.000

No 104 52.8 5 8 109 42

Total 197 100 63 100 260 100

12 Frequenc In each continuous 26 28 22 38 48 31.7

y of assessment tasks
feedback When test papers 53 57 25 43 78 51.7 2.72 0.593
provision returned to the
students
At the end of the 14 15 11 19 25 16.5
semester/course
Total 93 100 58 100 151 100

df= (C-1)(R-1)=(2-1)(2-1)=1,significance level 0.05

45
Regarding feedback provision, as indicated in table 9, item 11 above, student participants
required to reply whether they have given feedback or not. Thus, 104(52.8%) give their
response as feedback is not given for them. In case of teacher participants 58(92%) of
them replied that they give feedback for students. The result from chi-square at the
significance level of 0.05 revealed that there is statistically significant difference between
teachers and student participants’ response. This means, feedback provision on
continuous assessment is not in similar and continuous way. Results from data analysis
and interview revealed that, in many activities, such as in group discussion, presentation,
oral questioning, assignment and others, teachers always collect mark for those activities.
Rather than used for feedback or diagnosis, checking progress or how much they have
changed by the instruction. From this we can understand that the results of continuous
assessment were not used properly or it was practiced for grading or product rather than
for the process. As a result it could not improve both the learning and teaching activities
and also put negative impact on the quality of our education. Timely feedback serves a
good purpose than which provided lately.

As illustrated in the table 9, item 12, participants were asked the time of feedback given.
Thus, 53(57%) of students reply that feedback is given while the test paper returned to
students. In case of teacher respondents about 25(43%) of them give feedback when the
test paper returned to students. The results of chi-square at the significance level of 0.05,
reveals there is no statistically significant difference among the responses of teacher and
student participants concerning the feedback provision time. This confirm us most
teachers give feedback, at the termination of test paper for students which has nothing to
improve students current academic progression.

46
Table 10.Reasons why teacher participants did not provide feedback.
As most teachers gives feedback some teachers didn’t do that. The table below shows
teacher participants who didn’t provide feedback with their reason.

No. Item Response Teacher Total

participant
N % N %
13 Reason for not Lack of time and students are 5 7.93 5 7.93
give feedback not interested

Regarding the absence of feedback, as indicated in table 10 above, 5(7.93%) participants

were try to reason out for not using feedback i.e. lack of time and students are not highly
interested, especially when students are told their weakness they feel ashamed. But the
teaching learning process always needs feedback to bring a change in the students’
performance. Concerning this, ( Airssian, 1991 cited in Brihanu, 2004) shows opposite
idea to this finding, because it is stated that students learn more in classes where
assessment is an integral part of instruction and which provides feedback about learning
progress. In addition to this, the aim of continuous assessment is to provide feedback. In
the light of this, Brooks (2002) also put the same idea that was shown in the literature i.e.
giving and receiving feedback are the central skills of continuous assessment and the
purpose of feedback is to help students improve their learning. It should also be specific,
accurate, timely, and clear, focused up on the attainable and expressed in a way which
will encourage students to think and changes their mind. But, the finding shows most of
the feedback not given timely.

In general, the way that the feedback was given to students is not similar and not
continuous. This makes the teachers not to get the real students performances; and
students are not able to improve their performance since they don’t get timely feedback.

47
Continuous assessment documents used by teachers and support from school
administration
The practice of continuous assessment could be assisted by different documents. Here
table 13 shows how many teachers use different documents that help them to implement
the continuous assessment.

Table 11

No Items Alternatives Teacher participants

No %
14 Guideline supplied by Yes 21 33.33
school No 42 66.67

Total 63 100
15 only assessment format 19 30.3
Types of documents used given from school
for continuous assessment
assessment guideline 21 33.3
developed at school level
guideline developed at 12 19
department level

There is no any document 11 17.4

Total 63 100
16 Support of school Very high - -
administration on High 5 7.93
continuous assessment Average 27 42.82
Below average 31 49.2
Never - -
Total 63 100

As illustrated in table 11, item 14, participants were asked to give answer whether they
are supplied guideline by school. Based on the question 21 (33.33%) were replied that the
assessment guideline is provided by schools. In contrast, 42(66.7%) given their response
that schools do not provide any guideline on continuous assessment. Regarding types of
continuous assessment on item 15, 19(30%) of the teachers confirmed that they used
assessment format given from school and 12(19%) of teachers use the guideline
developed at department level. The data indicates that there are no uniform continuous

48
assessment documents in secondary schools. Results from document analysis revealed
that, there was no continuous assessment guideline provision except the assessment
recording format which was provided from school.

To sum up, the change of behavior in teaching learning process will be checked only by
means of assessment. But, the document like lesson plan which includes continuous
assessment techniques was not prepared in these schools, and this affects the teaching-
learning activities and instructional processes. Without having proper plan of continuous
assessment devices it will not be easy to bring changes in teaching learning process and it
affects the quality of education.

School administrations have the highest responsibility to support activities which enhance
the teaching learning activity of the school. Unless the efforts made by the principals,
whatever the teachers practices in the school may not resulted as intended. The following
table deals with school administration support on continuous assessment practice.

Regarding the support provision, as shown in table 11, item 16, participants were asked
whether they have support from school or not. Thus, only 5(8%) of teachers reply that the
support from school administration was high and 31(49.2%) replied that the support
provided to teachers is below average. This indicates the support given from school
administration for the continuous assessment practice is not enough and continuous in
each high schools. The result from teachers’ interview ascertain administrators were not
in position to guide and support teachers. One of the interviewee responds on May
05/2012 from Gelan Secondary School, as the activity concerning continuous assessment
is left only for teacher by saying “How could be possible to clap with one hand?” it
means there is no planned and timely support from school or from any other stakeholders.

Interview participant of principals said that, “It is up to teachers to use the MoE guide
line supplied in the form of jobs, duties and tasks.” Therefore there is a difference in
teachers and principals regarding the issue.

Generally, if there is no common guide lines of what, how and when, etc…, for
continuous assessment, the overall objectives of schools will not be achieved as
assessment and teaching-learning activity must be done cooperatively and collectively,

49
 rather than separately. If they were using the guideline at department level, there would
be some confusion on students and on the collective nature of teaching learning could not
practiced effectively.

Table 12a. Continuous Assessment Techniques Used by Teachers (as reported by

teachers and students)
No Item Response Participant category Total Chi- P-
1 Teachers Students square value
N % N % N %
Class work Always 8 12.7 16 8 24 9.2
Sometimes 29 46 135 68.5 164 63.1 10.51 0.027
When 23 36.5 42 21.5 65 25
necessary
Don’t use 3 4.8 4 2 7 2.7
Total 63 100 197 100 260 100
2 Home work Always 19 30.2 108 54.82 127 48.8
Sometimes 27 42.8 63 32 90 34.6
When 16 25.4 24 12.18 40 15.4 11.88 0.021
necessary
Don’t use 1 1.6 2 1 3 1.2
Total 63 100 197 100 260 100
3 Observation Always 11 17.5 4 2.03 15 5.8
Sometimes 17 27 28 14.2 45 17.3
When 20 31.7 53 26.9 73 28 34.86 0.000
necessary
Don’t use 15 23.8 113 57.36 128 47.8
Total 63 100 197 100 260 100
4 Oral Always 39 62 64 32.48 103 39.6
question Sometimes 14 22.2 97 49.2 111 42.7 19.14 0.010
When 7 11 22 11.16 29 11.2
necessary
Don’t use 3 4.76 14 7.1 17 6.5
Total 63 100 197 100 260 100

df=(2-1) (4-1)=3 ,significance level 0.05

As it is shown in Table 12a, of item 1, participants were asked how often teachers were
use class work in assessing students learning continuously. Thus, 29 (46%) of teachers
use class work sometimes to assess the students learning. In the same way 135(68.5%) of
students replied that teachers use sometimes class work method of assessment. The result
from chi-square shows that there is statistically significant difference between two
50
participants’ response. Thus, it confirms us that there is no similar way of using class
work as continuous assessment techniques.

Concerning home work, 108(54.8%) students responded home work is always used in
assessing students’ activity. In other way 27(42.8%) teachers replied as they use home
work sometimes in assessing students learning. Regarding the results of chi-square, there
is statistically significant difference between teachers and students’ response. This
indicates participants have no the same understanding that the use of homework as
continuous assessment techniques.

In item No 3 of table 12, participants were asked how observation is used in assessing
students learning. Thus, 20(31.7%) teachers replied observation is used rarely in
assessing students learning. About 113(57.36%) students responded that observation is
not used by teachers in assessing students learning. Results of chi-square shows there is
statistically significant difference at the significance level of .05 between students and
teachers response.

Regarding the use of oral question, 39(62%) teacher participants and 64(32.48%) of
student participant respectively responded that oral question is used always in assessing
students’ learning. About 97(49.2%) students replied that teachers use oral question
sometimes in assessing students’ progress. Concerning the results of chi-square, there is
statistically significant difference between teacher and student participants’ response
concerning the use of oral question in assessing students’ progress in learning.

51
 Table 12b. Continuous Assessment Techniques Used by Teachers (as reported by
teachers and students)
No Item Response Participant category Total Chi- P-
square value
Teachers Students
5 Group Always 11 17.46 28 14.2 39 15
discussion Sometimes 21 33.34 89 45.17 110 42.3
When 24 38 58 29.44 82 31.5 19.72 0.010
necessary
Don’t use 7 11 22 11.16 29 11.2
Total 63 100 197 100 260 100
6 Presentation Always 20 31.74 8 4.06 28 10.8
Sometimes 17 27.26 74 37.57 91 35
When 19 30 67 34 86 33 39.55 0.000
necessary
Don’t use 7 11 48 24.36 55 21.2
Total 63 100 197 100 260 100
7 Reflection Always 17 27 31 15.7 48 18.5
Sometimes 18 28.57 31 15.7 49 18.8
When 15 23.8 53 26.9 68 26.2 13.36 0.021
necessary
Don’t use 13 20.6 82 41.62 95 36.5
Total 63 100 197 100 260 100
8 Peer Always 5 8 21 10.65 26 10
assessment Sometimes 21 33 92 46.7 113 43.5
When 20 31.7 56 28.42 76 29.2 6.92 0.214
necessary
Don’t use 17 27 28 14.21 45 17.3
Total 63 100 197 100 260 100
df=(2-1) (4-1)=3 ,significance level 0.05

In item No 5 of table 12b, participants were asked how often the group activity is used in
assessing students learning. Hence, 89(45.17%) students responded that group activity
was used sometimes in assessing students learning. About 24(38%) teachers were replied
that they use group activity method when necessary in assessing students learning. From
chi-square results, there is statistically significant difference between the responses of the
participants. It means, there is no similar understanding among the participants
concerning group activity as techniques of continuous assessment.

Regarding item No 6 of table 12, the participants were asked how often presentation is
used in assessing students learning. Thus, 74(37.57%) of students responded that

52
presentation is used sometimes in assessing teaching learning progress and 20(31%) of
teachers replied it is used always in assessing the students progression. The chi-square
result shows there is a statistically significant difference between teachers and students
response. This means, the participants’ perception regarding using presentation as
techniques of continuous assessment is not similar.

Participants were also requested in item No 7 of table 12, how often reflection method of
assessment used in continuous assessment practice. Hence, 17(27%) of teachers
responded, it is used always in the practice. In contrast, 82(41.62%) of student
participants replied that there was no time that reflection method was used in the practice.
From this, we can understand that there is no this much attention in using this method in
the practice of continuous assessment. Regarding the results of chi-square, there is a
statistically significant difference between teachers participant and students participant
response.

In item No 8 of table 12, participants were also asked how often assessment method of
continuous assessment practice used peers assessment method. Thus, 21(33%) of teacher
participants and 92(46.7%) of students respectively replied that it is used sometimes to
assess the students learning. The chi-square result shows there is a statistically significant
difference between teachers and students response.

53
 Table 12c. Continuous Assessment Techniques Used by Teachers (as reported by
teachers and students)
No Item Response Participant category Total Chi- P-
square value
Teachers Students
9 Self Always 15 23.8 33 16.75 48 18.5
assessment Sometimes 23 36.5 64 32.48 87 33.5 6.31 0.216
When 17 27 48 24.36 65 25
necessary
Don’t use 8 12.7 52 29.36 60 23
Total 63 100 197 100 260 100
10 Project Always 1 1.58 6 3.04 7 2.69
work Sometimes 15 23.8 42 21.3 57 22
When 28 46 60 30.06 88 34.2 3.81 0.514
necessary
Don’t use 19 30.2 89 45.2 108 41.5
Total 63 100 197 100 260 100
11 Quizzes Always 5 8 32 16.24 37 14.2
Sometimes 31 49.2 95 48.22 126 48.5
When 18 28.57 44 22.23 62 23.8 3.13 0.527
necessary
Don’t use 9 14.3 26 13.19 35 13.5
Total 63 100 197 100 260 100
12 Test Always 26 41.3 84 42.63 110 42.3
(paper & Sometimes 27 42.8 85 43.17 112 43
pencil) When 3 4.76 18 9.1 21 8.2 3.76 0.519
necessary
Don’t use 7 11 10 5.07 17 6.5
Total 63 100 197 100 260 100
df=(2-1) (4-1)=3 ,significance level 0.05

In item No. 9 of table 12, participant were also asked how often self assessment
techniques of continuous assessment is used in assessing the students learning. Hence,
23(36.5%) of teachers and 64(32.48%) of students responded self assessment is
sometimes used in assessing students. Regarding the results of chi-square at the
significance level of 0.05 revealed there is no statistically significant difference between
teachers and students response. It shows that participants have an awareness concerning
the use of self assessment techniques in continuous assessment.

In item No. 10 of table 12, teacher and student participants were asked how often the
project work is used in the continuous assessment practice. Hence, 28(46%) of teacher

54
and 60(30.06%) students responded that project work is used when necessary. In
addition, the chi-square at the significance level of 0.05 result shows there is no
statistically significant difference between these participants’ response rather than by
chance or any other case. It shows that the participants have an awareness concerning the
project work in continuous assessment practice.

In item No. 11 of table 12, participants were also asked how the quizzes used in
continuous assessment practice. Thus, 31(49.2%) of teachers and 95(48.22%) students
give their response respectively that, quizzes used sometimes in the continuous
assessment practice. On the other hand, 9 (14.3%) teachers and 26(13.19%) students
responded that there is no assessment of students learning through quizzes. The chi-
square result at the significance level of 0.05 reveals that there is no statistically
significant difference between teachers and students response. This confirms us, that
participants have an understanding concerning the use of quizzes in continuous
assessment practice.

Concerning test (paper and pencil test), respondents were asked in item No. 12 of table
12, how often it is used in the practice of continuous assessment. Hence, 26(41.3%) of
teachers and 84(42.63%) of students respectively replied that paper and pencil test is used
always in assessing students’ learning. This shows that paper and pencil test is the
method which is used frequently than the other in continuous assessment practice that the
participants responded in similar way. The chi-square result at the significance level of
0.05 revealed that there is no statistically significant difference between the teachers and
students response. This shows that paper and pencil test is the known continuous
assessment practice techniques as reported by the participants.

55
Table 12d. Continuous Assessment Techniques Used by Teachers (as reported by
teachers and students)
No Item Response Participant category Total Chi- P-
square value
Teachers Students
13 Interviews Always 7 11 13 6.59 20 7.7
Sometimes 13 20.6 78 39.59 91 35 8.83 0.031
When 21 33.4 43 21.82 64 24.6
necessary
Don’t use 22 35 63 32 85 32.7
Total 63 100 197 100 260 100
14 Exam Always 8 12.7 17 4.56 25 9.6
Sometimes 15 23.8 72 36.54 87 33.5
When 39 62 102 51.77 141 54.2 4.32 0.376
necessary
Don’t use 1 1.58 6 3.02 7 2.8
Total 63 100 197 100 260 100
df=(2-1) (4-1)=3 ,significance level 0.05

In item No. 13 of table 12, participants were also asked how often interview is practiced
in continuous assessment. Thus, 13(20.6%) of teachers and 78(39.59%) of students
respectively replied that it is used sometimes in assessing students learning. In contrast,
22(35%) of teachers and 63(32%) of students replied that there is no the practice of
interview in the process of assessing students performance. The chi-square result at the
significance level of 0.05 exhibits that there is statistically significant difference between
the participants response. It means that, participants have no similar awareness about the
implementation of interview in continuous assessment practice.

Concerning the exam, in item No 14 of table 12, teachers and students respondents were
asked how often it is used in the continuous assessment. Hence, 15(23.8%) of teachers
and 72(36.54%) of students respectively responded that exam is used sometimes in the
practice. In the same way, 39(62%) of teachers and 102(51.77%) of students respectively
give their answer that it is used only when necessary. The chi-square result shows there is
no statistically significant difference between teachers and students response. This shows
exam is the techniques which used in continuous assessment practice.

In general, the results of the above table shows teachers were not used different
assessment methods and techniques of continuous assessment similarly in continuous

56
way. The results from interview and document analysis also show the practice of
continuous assessment in high school context is unmanageable for a number of reasons.
Teacher administering paper and pencil tests rather than using different types of
continuous assessment techniques. This practice, however, is highly criticized by
educators. Black and William (1998) commented that teachers’ heavy use of tests as a
means of assessing student performance encourage rote and superficial learning.

Similarly, Pap worth (2005) stated that teachers’ reliance on testing denies many learners
the opportunity to demonstrate their true potentials. According to Freedman (1998),
continuous assessment, other than tests of examinations must include varied assessment
tools such as projects, presentation, interviews, observations, oral questions, home works,
seat works and similar other kinds. The validity of our decision is greatly improved when
we use a variety of assessment methods for gathering and interpreting students’
information.

57
Students’ interest to do the assessment tasks and the reason why they are not.
Students' interest has a significant place in the practice of continuous assessment or in
any other teaching-learning duties. Students have their own reason why they are
interested or not interested to continuous assessment as discussed in the following table.

Table 13.

No Items Response Student participant

N %
1 Are you interested to Yes 182 92
do continuous No. 15 8
assessment activity
Total 197 100
2 Reasons for not doing continuous assessment is time 3 20
continuous assessment consuming
activity continuous assessment is not 4 26.7
effective to measure different
performance

All group members did not provide 8 53.3

equal contribution in different
group activities
Total 15 100

Regarding the interests of student towards continuous assessment activity, as in table 13,
respondents were asked to answer whether they have interest to do continuous assessment
activity or not. Hence, 182(92%) of students confirmed that they were interested to do
continuous assessment activity. Only 15(8%) of the students were answered as they were
not interested to do continuous assessment activity. Concerning the reason students
respond that continuous assessment is time consuming, it is not effective to measure
different performance and in group activity all group members did not provide equal
contribution in the activity. As understandable from interview with teacher, most students
like continuous assessment not for taking full responsibility in the learning activity, but
because of that through continuous assessment they get equal result without such strong
involvement in group activities with those who can perform well. This is the point where

58
the assessment activity detached from its objectives-assessing individual student to know
their performance and make them to work for better achievement.

Opportunities given for students to evaluate their peer assessment tasks

The collaboration between teachers and student in the continuous assessment activity can
bring the result to the maximum. Table 14, emphasize whether teachers have given an
opportunity for students or not while continuous assessment activity practiced.

Table 14.

No Items Response Student participant

N %
1 Are there opportunities Yes 86 43.6
given for student to No 111 56.4
evaluate their peer
assessment tasks?
Total 197 100
2 The assessment methods Questioning each other 44 51.2
used in the class for peer group work 34 39.5
work evaluation. Presentation 6 7
Others 2 2.3
Total 86 100

As in table 14, student participants were asked whether opportunities given for them to
evaluate their peer assessment tasks. Thus, 86(43.6%) confirmed that they were given a
chance to assess their peer work. But 111(56.4%) replied that the chance was not given
them to do so. Regarding the assessment methods used in a class to evaluate each other,
44(51.2%) students were replied they evaluate each other through question and answer
when the teacher is not present in aclass,34(39.5%) through group work. This implies that
mostly students assessed with each other while the teacher is not in a class through
question and answering. No this much teacher effort is applied here only student
themselves ask with each other in turn.

As it can be understandable from the above discussion, students did not get a chance to
assess their peers and their own work. However, various scholars have asserted that self

59
and peer assessment help students to develop higher level skills. John D. Van (1997),
stated even though the purpose of incorporating continuous assessment in instruction
system is mainly to improve teaching-learning process, teachers have to use continuous
assessment to judge the achievement of the students. Furthermore, the student report
shows that continuous assessment did not help them to improve their activities, and the
instruction focus more on outcome than the process.

60
 CHAPTER FIVE

SUMMARY, CONCLUSIONS AND RECOMMENDATION

Under this chapter the overall summary, conclusion and the recommendation forwarded
by the researcher presented consecutively.

5.1 SUMMARY
It is an undeniable fact that in recent times many schools have come to the understanding
of the importance of the role of continuous assessment practice in improving quality and
student improvement. Schools are therefore encouraged to practice continuous
assessment to improve their effectiveness. Therefore, on the whole, this study sought to
investigate in detail the state of continuous assessment practice in secondary schools. To
this end, the following leading questions were formulated.
1. What is the state of continuous assessment practice in secondary schools of Oromia
Special zone?
2. What are the factors that facilitate or hinder the effective practice of continuous
assessment in secondary schools of Oromia Special Zone?
3. What should be done to improve the current practice of continuous assessment in
secondary schools?
This study employed mixed method approach and descriptive survey research method. In
conducting this study five secondary schools were selected in random selection and
purposive basis from Oromia Special Zone. From these high schools overall 260 sample
participants were selected based on simple random (lottery method), availability and
multistage sampling techniques. In the process, data was collected from teachers and
students through questionnaire. In addition a Personal interview was held with some
teachers, school principals, and woreda supervisors. Moreover, the document analysis
was made to get additional information on the issue under study. After the quantitative
data was collected, it was identified, edited, coded, tallied, tabulated and analyzed
through descriptive statistics. The data obtained from participants through open ended
questionnaire and interviews, was also analyzed qualitatively in narrative and descriptive
form. The results obtained through these three tools were triangulated to create holistic
picture of the study.

61
5.1.1 Findings of the study
Based on the research question after analysis was made using the data gathered from
participants it is reached on the following findings.

1. Most teachers had no training about continuous assessment in that they concentrated
on summative components of assessment
2. Most teachers didn’t include a variety of continuous assessment tools in their plan
and did not use in the class room activities. As a result, the status of continuous
assessment practice is far from what is needed, and they concentrated on few tools
like oral questions, group work, and presentation.
3. There is no timely and change oriented support for teachers from school
administration and woreda educational experts.
4. It was found that most of the teachers considered continuous assessment as a series of
paper and pencil test activities to measure students’ performance.
5. Most teachers see continuous assessment as tiresome and more time consuming.
6. Almost the majority of teachers replied that there was no continuous assessment
guide to measure practical skills except the format with different assessment points in
it. In addition to this, absence of ground rules that are standard to measure group and
individual tasks in practical and skill task lead to bias and unfair grading system
which in turn develop negative attitude towards continuous assessment in students.
7. There was a great difference among schools in practicing continuous assessment from
planning up to implementation.
8. The cooperation between teachers and students in some school is positive factor that
facilitate the continuous assessment practice,
9. Students being in a group in the class also the area that facilitates the practice.
10. The presence of some orientation provision activity in some school can be taken as
good attempt.
11. Majority of teachers use continuous assessment results for grading system rather than
for students’ improvement in their learning.
12. Majority of students have an interest to do assessment tasks given by teachers not to
bring what is needed through continuous assessment, but to get mark through group

62
 involvement without working properly. This is because of lack of follow up and well
planned activity from teachers’ side.

In general, the study indicated that lack of instructional materials for teachers and
students, lack of commitment, teachers’ inadequate knowledge of the way and techniques
of continuous assessment practice, lack of interest on teachers and students concerning
continuous assessment, poor administrative support, time constraints, large class size,
absence of continuous assessment guide line were the major factors that hindered the
proper practice of continuous assessment in high schools.

5.1.2 Major Problems identified

In the research process there are different problems which were identified in the practice
of continuous assessment. The problems are related with teachers, students, school
administrations and other stakeholders. The major problems identified are:

1. Lack of awareness and readiness to implement continuous assessment: as mentioned

earlier, teachers wrongly conceptualize continuous assessment equating it with
continuous testing and this in turn have an impact on the practice. Here respondents
attributed their misconception of continuous assessment to lack of sufficient
knowledge in the area. On the basis of most teachers’ view, it can be noted that
teachers should be equipped with basic skills and knowledge pertaining to continuous
assessment implementation.
2. Insufficient text book and references, lack of supervision etc hinder continuous
assessment implementation: The result from the interview revealed, the lack of
adequate instructional materials is a challenge for teachers to implement continuous
assessment in schools. To integrate instructional materials are indispensible, but
scarcity affects the practice of continuous assessment. In relation to this, (Mkhonta,
2003 cited in Teshome, 2003), mentioned lack of adequate materials in schools as
encountered difficulty in implementing continuous assessment. It is evident from the
above idea that instructional materials are important aspects for continuous
assessment practice as a component of instruction to be handled effectively.

63
3. Large class size is another factor that hinders the practice of continuous assessment.
In schools where this research conducted there were about 70-75 students in one class
averagely. In such a case it is difficult for teacher to realize continuous assessment
practically. Had there been less number of students, it would have been manageable
for continuous assessment to be practiced, otherwise it is challenging.
4. Time constraint is the area where teachers face difficulty in continuous assessment
practice. Because, teachers have no time to help and coordinate each students activity
in 40 minute. In that, half of the time (about 20 minute) is covered by plasma
presentation.
5. The support and facilitation activity from the school administrative and other
stakeholder is low. According to the results of interview question with teachers, they
responded that because of lack of awareness, material constraint and the like, there is
no support from school administration. School principals and woreda supervisors also
confirm what the teachers respond to the question. They reply that some times, only
they try to give some awareness for teachers, which is not adequate.
6. Students’ absenteeism is another main factor which challenge in the practice of
continuous assessment. Whenever students are left from school, it is impossible to
assess students on continuous basis. So, teachers are unable to have full profile of
each student in a class through continuous assessment.
7. Lack of uniform and consistent continuous assessment result recording habits among
teachers;
8. Lack of commitment of teachers and the beliefs of teachers on summative evaluation;

64
5.1.3 Solutions suggested by respondents for continuous assessment practice
problems
Respondents were asked to suggest possible solutions for the problems they mentioned;
consequently they forwarded the following solutions.

1. Improve teachers’ and students’ attitude towards continuous assessment through

awareness creation programs, such as conducting workshops, seminars, arranging
regular experience sharing program.
2. Motivating teachers by providing moral incentives such as further training in their
field, and material incentives- salary increments, career structure etc based on their
performance.
3. Practical and intensive training for teachers
4. Provision of guidance and counseling

65
5.2. CONCLUSIONS

In light of the findings, the following conclusions were drawn.

There is no doubt that well practiced continuous assessments have a valuable asset to the
schools and thereby increases the students’ performance by providing necessary
information about their progression. With this understanding, the high schools understudy
has practiced continuous assessment. These high schools could not strictly follow all the
methods of practicing continuous assessment processes. The implementation of these
processes is shown as follows:
1. Most teachers have no training regarding continuous assessment neither in pre-service
nor in their in service program. This makes teachers not to have the knowledge of
continuous assessment which makes them not to practice as intended. Though few
teachers took the training, due to some other problems related to school factors (lack
instructional material, time constraint) they were not practiced it well. So, the practice
of continuous assessment in secondary schools of Oromia Special zone is low.
2. Though it seems that some teachers integrate continuous assessment in their lesson
plan, there is a gap to implement what they plan in their lesson. Teachers prepare
continuous assessment lesson plan because of that they asked by their department
heads. The plans itself lack the procedures and different techniques by which
continuous assessment practiced.
3. Using different continuous assessment techniques is not adaptable in most teachers’
activity. Almost all teachers use only paper and pencil test to assess their students.
Students cannot get a chance to show their performance through different techniques.
The effort made in this regard is low.
4. Students pointed out that their teachers did not involve them to know how their
assessments were going to be scored or graded. This in turn made students conclude
that their teachers were unfair about marking and did not use continuous assessment
for guiding their learning.
5. There were no provision of continuous assessment guidelines and ground rules in
teaching learning activities to assess learners’ theoretical concepts and practical skills.
In the absence of guide line it is difficult to use continuous assessment to assess

66
 students in meaningful way. In addition, lack of continuous assessment guide line,
makes the process of implementation not uniform in schools.
6. Even though, some schools try to provide some materials by their own for teachers,
most teachers have no any materials which assist the practice of continuous
assessment.
7. One of the most important for teachers’ good performance is the support that made
from school administration. As the study result shows, concerning continuous
assessment, support from school is not something which brought a change in the
teachers’ performance.

67
5.3 RECOMMENDATIONS

It is the concern of educational leaders and/or researchers to create favorable condition

for the good implementation of continuous assessment in schools. This study on the state
of continuous assessment practice will contribute to the effective implementation of
continuous assessment. Taking the findings of this study into account, the researcher has
forwarded the following recommendations to the stakeholders.
1. Providing clear and understandable (which includes procedures for assessment tool
preparation) manuals and guidelines for the front line practitioners of continuous
assessment-for teachers, principals and supervisors is what the Ministry of Education
and Regional Education Bureau should take the prime role.
2. Practical and incentive training for both teacher and student should be provided to
change their knowledge, attitude and skills of continuous assessment. Specifically the
training should focus on:
 Selected and challenged topics from each course those were not easy for
continuous assessment practices.
 How and when to provide feedback for students,
 How and when to practice self and peer assessment,
This could be done by model teachers and invited experts from higher officials.
3. Teachers are expected to plan and involve students by providing tasks in the
continuous form.
4. Materials are crucial for the practice of the matter. There should be material
(reference books, laboratory equipments, different assessment formats) provision to
assist the practice of continuous assessment from the concerned body.
5. Continuous assessment task force should be formed to follow and supervise
continuous assessment activities, to facilitate and prepare a forum in every semester
concerning the strength and weakness of continuous assessment activities and to
collect some mechanisms for continuous assessment practices improvement. In
addition to this, to facilitate experience sharing among departments and with other
colleagues. This could be done by principals.

68
6. School administrator, and department heads should include the issue of practicing
continuous assessment in their plan and make a discussion and set an objective with
teacher prior the starting of practice.
7. School administrators and woreda educational experts expected to give timely
constructive support for teachers as well as for students to enhance the practice.
8. Woreda Education Office and School administrators should provide incentives for
teachers to motivate them in the course of continuous assessment practice.
9. Involving students in continuous assessment process helps them to take
responsibility, develop confidence, to broaden their knowledge, attitude and skills.
So, they should be involved more than the present in the process of continuous
assessment activity to improve the practice.
10. Further research could be conducted specially on the comparison of continuous
assessment practice between administrative town and rural woreda.

69
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 Appendices

Appendix A
ADDIS ABABA UNIVERSITY

SCHOOL OF GRADUATE STUDY

Institution of Educational Research /IER/

Department of Educational Research and Development

Questionnaire of Teachers

The purpose of this questionnaire is to obtain information about the practice and state of
continuous assessment in Oromia Special Zone. The researcher asked you to cooperate in
giving your response towards the stated question.

Thank you very much.

Part I. The main data information

Circle the letter which you think of the answer and give explanation where it is
required.

1. Have you taken a course about assessment particularly in continuous assessment in

pre service program?

a) yes b) no

2. Did you take any training on the implementation of continuous assessment in your

in service program

a) yes b) no

3. If your answer for question no 2 is “yes” for how many days did you take a course?

a) one day b) three day c) a week d) a month

i
4. Do you use continuous assessment plan in your lesson? a) yes b) no

5. How often do you incorporate continuous assessment techniques in to your lesson

plan?

a) always b) sometimes c) rarely d) not at all

6. If your answer for question no 4 is “yes” at which stage of the instructional process
do you assessed?

a) at the beginning of the lesson b) while learning is going on

c) after the end of the lesson d) at each stage (before, doing and after the

lesson)

7. If your response for question no 4 is “yes” why?

a. to assess and improve students’ learning activity

b. to know how much the students understand the content

c. to develop the students participation

8. If your response for question no 4 is “no’ why?

a. it takes time and the lesson is given by plasma

b. shortage of materials

c. large class size

d. lack of awareness

9. Did you use different types of continuous assessment in the teaching and learning
to assess your students learning? a. yes b. no

10. How often do you involve your students in the assessment process?

a) Always b) sometimes c) rarely d) not at all

ii
11. Do you provide feedback to your students?

a) Yes b) no

12. If your response for question no 11 is “yes” what was its frequency?

a) in each continuous assessment tasks

b) when test papers returned to the students

c) at the end of the semester/course

13. If your response for question no 12 is “no” what was your reasons?

a) Lack of time to cover the topic b) no need for feedback

c) Students are not interested when you told their weakness

d) if any other ________________

14. In assessing your students’ performance is there any guiding principles supplied
by the school? a) yes b) no

15. What is the document you use to manage and implement continuous assessment
in your school?

a) Only assessment format given from school

b) Assessment guide line developed at school level

c) Guideline developed at department level

d) No, because, I have got full professional development through past training

16. To what extent the school administration help teachers in implementing

continuous assessment? a) Very high b) high c) average d) below
overage e) never

iii
Part II. Give your response clearly

17. What is the state of continuous assessment practice in your school

currently?_________________________________________________________
__________________________________________________________________
__________________________________________________________________
_____________________________________

18. What are the factors that facilitate or hinder the effective practice of continuous
assessment in your school?

A) Positive factors
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
_______________________________________________

B) negative factors
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
___________________________________

19. What should be done to improve the current practice continuous assessment
practice in your school?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
________________________________________________

iv
Part III. Indicate by “” tick the assessment techniques you use to assess your
student on the space provided.

No Assessment methods Use always Some times When Don’t Total

necessary use

1. Class work

2. Home work

3. Observation

4. Oral question

5. Group discussion

6. Presentation

7. Reflection

8. Peer assessment

9. Self assessment

10. Project work

11. Quizzes

12. Test (paper & pencil)

13. Interviews

14. Exam/mid and final

15. Others

v
Part IV. General Information

1. Name of the school __________________

2. Sex: M___________ F____________
3. Age: a) 20-25 yrb) 26-30 yrc) 31-35 yrd) 36-40 yre) 41 and abovE
4. Your qualification
a) Diploma______
b) BA/Bed/BSC_____
c) MA ___
d) Please indicate if other than the above
5. Teaching experience in the high school
a) 0-3 yrb) 4-7 yr c) 8-11 yr

d) 12-16 yr e) 17 and above

6. Teaching load per week

a) below 10 c) 16-21

b) 10-15 d 22 and above

vi
 Appendix B
ADDIS ABABA UNIVERSITY

SCHOOL OF GRADUATE STUDY

Institution of Educational Research /IER/

Department of Educational Research and Evaluation

Questionnaire for Students

The purpose of this questionnaire is to obtain information about the practice and state of
continuous assessment in Oromia Special Zone. The researcher asked you to cooperate in
giving your response towards the stated question. Your response contribute much to the
success of the research to be under taken, Hence you are kindly requested to fill the
questionnaire.

Thank you very much!

Part I. Main data information

Circle the letter which you think of the answer and give explanation where it is
required.

1. Are you willing to do assessment activities? a) yes b) no

2. If you are not willing to do assessment activities, what is your reason?

a) continuous assessment is time consuming

b) continuous assessment is not effective to measure different performance

c) All group members did not provide equal contribution in different group

d) tests and final exams are better than continuous assessment to measure
individual progress in learning

3. Do your teacher use different types of continuous assessment like (individual work,
presentation, peer assessment, project work etc) in their lesson? a) Yes b) no

vii
4. Do teachers inform you about the assessment process? a) Yes b) no

5. Which of the following assessment techniques do most teachers use regularly?

a) Oral questions b) project work c) group work d) individual work

e) tests

6. Are there opportunities given for student to evaluate their peer assessment tasks?

a) yes b) no

7. If your answer for question no 7 is “yes” please indicate the assessment tasks and
the condition under which it was done.
__________________________________________________________________
__________________________________________________________________
________________________

8. Is there timely feedback for students in relation to their continuous assessment

results? a) yes b) no

9. If your answer for question no 9 is “yes” what was its frequency?

a) in each continuous assessment tasks b) when test paper returned to the

student

c) at the end of the semester d) if any other

viii
Part II. Give your response clearly

10. What is the state of continuous assessment practice in your school

currently?_________________________________________________________
__________________________________________________________________
__________________________________________________________________
____________________________________

11. What are the factors that facilitate or hinder the effective practice of continuous
assessment in your school?

A) positive factors
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
___________________________________

B) negative factors
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
___________________________________

12. What should be done to improve the current practice continuous assessment
practice in
yourschool?________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
_________________________________________________

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Part III. Indicate by “” tick the assessment techniques your teacher use to assess
students’ performance on the space provided.

No Assessment methods Use always Some times When Don’t Total

necessary use

1. Class work

2. Home work

3. Observation

4. Oral question

5. Group discussion

6. Presentation

7. Reflection

8. Peer assessment

9. Self assessment

10. Project work

11. Quizzes

12. Test (paper & pencil)

13. Interviews

14. Exam

15. Others

Part IV General Information

1. Name of the school __________________

2. Sex M____ F____

3. Age a) 14-16 b) 17-19 c) 20-22 d) more than 23

4. Grade a) 9th____ b)10th____

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 Appendix C
ADDIS ABABA UNIVERSITY

SCHOOL OF GRADUATE STUDY

Institution of Educational Research /IER/

Department of Educational Research and Evaluation

Interview for Teacher

The purpose of this interview is to obtain information about the practice and state of
continuous assessment in Oromia Special Zone. The researcher asked you to cooperate in
giving your response towards the stated question. Your response contribute much to the
success of the research to be under taken,

1. What is the state of continuous assessment practice in your school?

2. Some people say continuous assessment enables learners simply to pass from grade
to grade as they are not properly assessed. How do you react this?

3. How do students react when they are being assessed continuously?

4. What are the factors that facilitate or hinder the practice of continuous assessment in
your school?

5. Would you suggest possible solutions that help to minimize the problems behind
continuous assessment?

6. Is there any point that you would like to raise in relation to the assessment of
students in high school?

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 Appendix D
ADDIS ABABA UNIVERSITY

SCHOOL OF GRADUATE STUDY

Institution of Educational Research /IER/

Department of Educational Research and Evaluation

Semi structured interview with school principal, vice principal and supervisor

The purpose of this interview is to obtain information about the practice and state of
continuous assessment in Oromia Special Zone. The researcher asked you to cooperate in
giving your response towards the stated question. Your response contributes much to the
success of the research to be under taken.

General information.

1. Sex Qualification

2. Age Years of service

1. As you already know it is clearly stated in the Education and Training policy (1994),
that continuous assessment should be practiced in school;

a) In relation to this, what is the state of continuous assessment practice in your

school/woreda? At what level it is practiced? b) How do you have check whether
teachers are implementing it or not?

b) What support do you provide for teachers to practice it?

2. Does the school/woreda, provide guide lines, formats and the necessary material to

facilitate continuous assessment practice?

3. What are the factors that facilitate or hinder the practice of continuous assessment in
your school?

4. What should be done for the successful practices of continuous assessment in your
school/ woreda?

5. What do you say about the contribution of continuous assessment for the
improvement of teaching-learning activities?

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