Abstract:
The Purpose of this study was to investigate the EFL teachers‘ implementation of continuous
assessment and learners‘ reaction to teachers‘ practices in Kaffa zone in the selected secondary
schools. For this study, mixed method and descriptive survey research design was employed.
Both quantitative and qualitative data were gathered through questionnaire, interviews and
documents. Simple random and purposive sampling techniques were used to select the samples.
Of the total sample size of the two study groups, 33 (94.2%) teachers and 249(89.89%) students
filled in and returned the questionnaire. In addition, six schools‘ English language department
heads were interviewed. The students‘ mark list and the data in continuous assessment papers
were also analyzed to triangulate the effectiveness of the study. The collected data were analyzed
using frequencies, percentages and words. The findings of the study indicated that the majority
of the teachers had some awareness gaps about the principles, methods and techniques of
continuous assessment in that they concentrated on summative components of assessment. The
findings of the study from the students‘ response also show that English language teachers didn‘t
implement a variety of continuous assessment techniques. Thus, the practice of continuous
assessment was inadequate. Moreover, it was found that the majority of the teachers considered
continuous assessment as continuous testing activities to measure students‘ performance. In
addition, the majority of the teachers considered continuous assessment as tiresome and time
consuming. Regarding feedback, the majority of the teachers (71%) did not provide timely
feedback for the continuous assessment techniques. Students‘ basic skills were not continuously
assessed. It was also found that national holidays and different meetings were the obstacles not to
cover contents and this was one of the challenges of CA. There were some differences among
schools in practicing continuous assessment from planning up to implementation. Thus, to
improve the situation, it was recommended that the school administration should prepare
manuals and guidelines to create the awareness of language teachers and students. Conducting
training and different workshop with those concerned bodies is more advisable to increase the
understanding of teachers in the area. Further research could be conducted especially to assess as
to how basic skills such as listening, speaking and writing continuously in other woredas.
