PRACTICE AND PROBLEMS OF CONTINUOUS ASSESSMENT IMPLEMENTATION IN ABAFRANSUA CLUSTER IN CASE OF WOLKITE TOWN

Abstract

The main purpose of this study was to assess the practice and problem of continuous assessment implementation in the selected one cluster schools in the case of Wolkite town. In order to meet this purpose, the study was attempted to answer the following basic research questions. What are the current practices of the continuous assessment and its implementation in abafransua cluster school? What are the main roles of teachers to implement continuous assessment? What is the instructional support from the supervisor and principals to initiate teachers’ implement continuous assessments methods in abafransua cluster? What are major factors that affect the implementation of continuous assessment? Descriptive survey design employed to conduct the study. For our study samples are 1 supervisor, 2 principals, 17 teachers, and 325students’selected by simple random sampling techniques and available sampling techniques by respectively. Total sample size would need to respondents are 345 from the population. The data gathering instrument were questionnaire provided for both teachers and students. In addition to this interview were used to gather necessary information from the supervisor and school principals. From the study, it was found that continuous assessment implementation is low level in their school. This indicates that there is no successful practice. Teachers did not use different continuous assessment techniques to improve their students result. Different activities that are part of continuous assessments are not given for their students. The stakeholders’ participation on continuous assessment implementation process is low. There is no sufficient support provided from concerned body for their teachers to implement continuous assessment. Shortage of time adversely affects the continuous assessment implementation. Concentration of students in the class highly affects the implementation of continuous assessment in their schools. Majority of students responded that about continuous assessment feeling is low. The majority of students responded that not sufficiently understands about the purpose of continuous assessment. Teachers are not appropriately explaining their role during the implementing of continuous assessment. Due to manifestation of these problems, it can be concluded that during teaching learning time continuous assessment implementation process going on in those schools was within a shadow of unsuccessfulness. Therefore, school principal and cluster supervisor strong partnerships must be constructed between the school and the home by allowing parents to be part of the school’s management team. The school should allocate and adjust the available time and appropriate student-class ratio to implement continuous assessment properly in the school