EFL Teachers‟ Awareness and Implementation of Continues Assessment Strategies in English Class Room: The case of selected primary schools in Bedele Town

Abstract

This is study was aimed at investigating EFL teachers awareness and implementation of continuous assessments strategies in English class room in Buno Bedelle Zone in Bedele town selected primary schools. Comprehensive sample techniques were used to take the 36 English teachers in focus who were teaching grade 1-8 students. Using comprehensive sample techniques supported by questionnaire, interview and observation were administered. Qualitative and quantitative data descriptive were employed to develop and validate the data. The result revealed that teachers have a showed that EFL teachers have a low interest and weak implementation toward continuous assessment in English class. One can conclude that teachers ignored the pedagogical purpose of assessment and teachers focus on traditional test to measure achievement. It indicates that students were not exposed for the langue to use it in the class to develop the habit of implementing continuous assessment in English language. Based on the findings of the study and conclusions, the following recommendations are forwarded: Ministry of education should provide in service and pre service training for primary School English teachers in Buno Bedele Zone concerning the awareness and implementation of continuous assessments and strategies of EFL teachers in their English class room as its pedagogical value.