Awareness Of Teachers And Students In Developing Writing Skills Through Continuous Assessment: The Case Of Shambu College Of Teacher Education

Abstract

This research is aimed at investigating the awareness of teachers and students in developing writing skills through continuous assessment in Shambu College of Teacher Education. An effort was made to explore the present knowledge of teachers and students in assessing writing. To conduct the study, a descriptive survey based on both qualitative and quantitative data were employed. To achieve the objective, all EFL instructors in Shambu College of Teacher Education and third year „English focus‟ students participated in the study. To collect the data, questionnaire consisting of closed and open-ended questions were utilized as a main data gathering tool which was substantiated by interview. The findings of the study revealed that the majority of both teachers and students are not aware of developing writing skills through continuous assessment. It was found that most teachers and students are unaware about the importance of formative assessment, formative feedback and writing assessment methods. Furthermore, it is recommended that the college and other concerned bodies in educational sector should give training or workshops to make them aware as CA develops the students writing skills.