Abstract:
The main purpose of this study was to investigate the implementation and challenges of
continuous assessment in teaching and learning English in grade 11 at four selected secondary
schools of Kafa Zone. To achieve this objective descriptive research design was employed, and
in trying to address these issues, mixed research methods which include both qualitative and
quantitative research methods were used. The subjects of the study were grade 11 English
language teachers and students. A purposive sampling technique was used to select the target
schools while comprehensive and simple random sampling techniques were employed to select
the sample teachers and students respectively. Questionnaires consisting of 21 close-ended items
were distributed to all sample grade 11 students of four selected secondary schools. Moreover,
classroom observations and teachers’ interviews were used to obtain supplementary data. The
data collected through the questionnaire were first categorized and depicted on various tables so
that it could be understandable easily, and it was tabulated, coded, and processed using the
Statistical Package for Social Science (SPSS Version 26). Then, the data was analyzed using
descriptive statistical techniques such as frequencies, percentages, and the mean. The data
obtained from interviews, and observations were also narrated or quoted to substantiate the data
obtained from the questionnaire. The results of the study indicated that CA in teaching and
learning process was not properly implemented in the study area. Even though there are various
CA techniques in assessing students’ language performances, only a few of them implemented in
teaching and learning English in the study area. The techniques used include tests/ quizzes, home
assignment. Furthermore, the finding of the study indicated that teachers’ workload, lack of
commitment, negative attitude towards CA, students negative attitude, their absenteeism from
school, shortage of teaching learning resource and classroom were identified as the main
impeding challenges of the implementation of CA in teaching and learning English. Thus, based
on the findings of the study, it is recommended that teachers in the study area should properly
implement continuous assessment in their classes. It is also recommended that teachers have to
be made aware by the concerned bodies about the fact that CA improves their own teaching
methods and their students' language performance. And also Students need to be committed and
participate actively in different CA techniques.
