The Implementation and Challenges of Continuous Assessment in Teaching and Learning English: The Case of Grade 11 in Four Selected Secondary Schools of Kafa Zone.

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.