Abstract:
The main aim of this research was to assess EFL teacher's Implementation of continuous
assessment (CA) in reading classes of Grade 10 at Kolfe secondary school which is found in
Addis Ababa city, Addis Ketema Sub-city. To attain this objective, a descriptive research method
was employed. The sample consisted of 6 grade 10 English language teachers and 139 students
of grade 10 students of Kolfe secondary school. Purposive sampling technique was used to select
the target school while comprehensive and simple random sampling techniques were employed
to select the sample teachers and students respectively. To gather the necessary data,
questionnaire, interviews and observations were employed. In analyzing the data, percentage
and mean were used. The results of the study indicated that teachers' understanding the purposes
of CA was insufficient. Besides, there was a gap in the implementation of CA in their reading
classes properly. From the results of the study, teachers had experience in supplying feedback
for their students based on the effect of the assessment but the provision was below expected.
Even though there were various assessment devices in assessing reading skills, a few of them
were only implemented in the reading classes, namely tests and quizzes, group assignment and
think aloud predominantly. Furthermore, the finding of the study indicated that large class size
and high teaching loads were identified as the main impeding factors of the implementation of
CA in their reading classes. Thus, based on the findings of the study, recommendations were
forwarded to minimize the aforementioned problems in Kolfe secondary school.
