DEBRE TABOR UNIVERSITY

FACULTY OF SOCIAL SCIENCE AND HUMANITY

DEPARTMENT OF EARLY CHILDHOOD CARE AND EDUCATION

RESEARCH TITLE: - PRACTICES AND CHALLENGES OF

CONTINUOUS ASSESSMENT THE CASE OF FIRST CYCLE PRIMARY
SCHOOLS OF DEBRETABOR TOWN.

SET BY:-

NAMEID NO

1. BELSTIEDESSIE………………………………………………… ECCE(R) 036/07

ADVISOR NAME:- MR. MEBRATGEDFIE (MA)

A RESEARCH PAPER SUBMITED TO THE DEPARTMENT OF EARLY

CHILDHOOD CARE AND EDUCATION (ECCE) IN PARTIAL FULFILMENT OF
REQUIREMENT FOR BA DEGREE IN EARLY CHILDHOOD CARE AND
EDUCATION.

DEBRE TABOR UNIVERSITY, ETHIOPIA

JUNE, 2017
 DEBRE TABOR UNIVERSITY

FACULITY OF SICIAL SCIENCE AND HUMANITY

DEPARTMENT OF EARLY CHILD HOOD CARE AND EDUCATION

Approval of the research

This research entitled with on practice and challenges of continuous assessment the case of
DebreTabor town by BelstieDessie is approved for the degree of bachelor art in early child
hood care and education.

Approved by;

Advisor Name----------------------signature--------------Date----------

ExaminerName--------------------Signature--------------Date-----------

1
Table of Contents
Contents pag

Table of Contents..........................................................................................................................................I
Acknowledgment....................................................................................................................................III
List of tables...............................................................................................................................................IV
List of Acronyms..........................................................................................................................................V
Abstract......................................................................................................................................................VI
CHAPTER ONE..........................................................................................................................................1
1. Introduction.........................................................................................................................................1
1.1 Back Ground of the Study..................................................................................................................1
1.2 Statement of the Problem...............................................................................................................2
1.3 Objectives of the Study.......................................................................................................................3
1.3.1 General Objectives.........................................................................................................................3
1.3.2 Specific Objectives.......................................................................................................................3
1.4 The Leading Research Question....................................................................................................3
1.5 Significance of the Study....................................................................................................................3
1.6 Delimitation of the Study...................................................................................................................4
1.7 Operational Definition....................................................................................................................4
CHAPTER TWO..........................................................................................................................................5
Review of Related Literature.......................................................................................................................5
2.1 Concept of Continuous Assessment....................................................................................................5
2.1.1 Assessment..................................................................................................................................5
2.1.2 Continuous Assessment...............................................................................................................6
2.1.3 The Purpose of Assessment.........................................................................................................6
2.2 Types of Assessment...........................................................................................................................7
2.2.1 Formative Assessment....................................................................................................................7
2.2.2 Summative Assessment................................................................................................................7

I
 2.3 Practices of Continuous Assessment in School..................................................................................8
2.4 Major Challenges in Practices Continuous Assessment....................................................................8
CHAPTER THREE..........................................................................................................................................9
3. Research Methodology............................................................................................................................9
3.1 Research Design................................................................................................................................9
3.2 Description of the Study Area............................................................................................................9
3.3 Sample Research Population...........................................................................................................10
3.4 Sample Size Determination.........................................................................................................10
3.5 Tools of Data Collection...............................................................................................................10
3.6 Methods of Data Analysis................................................................................................................11
3.7 Ethical Consideration......................................................................................................................11
3.8 Variables of the Study......................................................................................................................11
CHAPTER FOUR..........................................................................................................................................12
4. RESEARCH FINDIGS...........................................................................................................................12
4.1 General Characteristics of Respondents..........................................................................................12
4.2 Actual Practices of Continuous Assessment.....................................................................................13
4.3 Major Challenges of Continuous Assessment..................................................................................14
4.4 Types of Assessment Tools in School...............................................................................................15
CHAPTER FIVE........................................................................................................................................16
5. Discussion.............................................................................................................................................16
CHAPTER SIX...........................................................................................................................................17
6. CONCLUSSION AND RECOMMENDATION......................................................................................17
6.1 Conclusion.......................................................................................................................................17
6.2 Recommendation.............................................................................................................................18
Reference...................................................................................................................................................19
Appendix (A)..............................................................................................................................................20

II
 Acknowledgment

We would like to express our thanks to our advisor Mr., Mebrat Gedfie as without his comment
and support the completions of this work may not be effective. No word to express his thanks,
because his very willingness to advice of we from started up to finished this research. Next, we
would like to express our thanks to our family, who always wish our success and financial
support.

III
 List of tables
Table 1:- Back grounds of the respondents ……………………………………………………...12

Table 2:- Respondents were asked in any form of practices of CA…...........................................13

IV
 List of Acronyms

CA - Continuous Assessment

MOE- Ministry of Education

USAID-AED- United state agency from International Development-Academy for Educational

Development

V
 Abstract

Continuous assessment is a class room strategies implemented by teachers to identify students’

performance. The research was conducted to examine the current practices of CA in the study
area. The purpose of this study was to investigate the practices and challenges of continuous
assessment in first cycle primary school of Debre Tabor town. For this purpose a sample of 30
participants were selected through simple random techniques. Descriptive statistics were used
for data analysis techniques. To answer research questions, the researcher used mixed research
methods both qualitative and quantitative. Data were gathered through questionnaires and
interview. Thirteen teacher’s participants were involved. The collected data were analyzed
using table, frequency and percentages. Some of the major findings were most of teachers had
misunderstanding about practices of continuous assessment. Teachers used only summative
assessment methods. They don’t included variety of CA tools and did not use in the class room
activities. So, the practices of CA are low based on different challenges. Some challenges were,
shortage of time, large class size, teacher work load, and lack of instructional media. Continuous
assessment is a class room strategies implemented by teachers to assess students learning
performance. There are different problems in the school when teachers practiced continuous
assessment.

VI
 CHAPTER ONE

1. Introduction
This Chapte rincludes, back ground of the study, Statement of the problem, General and specific
objectives, research questions, significance of the study, delimitation of the study and operational
definitions.

1
 1.1 Back Ground of the Stud

Preschool assessment is a strategies implemented by preschool teachers

to identify or assess children’ knowledge, skill and understanding.
Assessment is the systematic base for making inferences about the
learning development of children. It is the process of defining selecting,
designing, collecting, analyzing ,interpreting and using information to
increase children learning and development. rwin(1991).Alaus (1999) see
it,in the world of education, assessment has been recognized as key tool
to ensure quality of learning. Alaus argued that preschool assessment is an
assessment approach which involves the use of a variety of assessment
instrument, assessing various component of learning, in any the thinking
process .But also, including behaviors, personality traits and manual dexterity. Continuous
assessment will also take place over period. Which shall be more holistic. It will
be begin with the decision that the teachers perform the first day of
school and end with the decisions that the administrators make on the
learners regarding end of year grading and promotion. Craft (1996.p.35)
also stated the following:- The development of performance assessment
techniques is an increasingly characteristics feature on the education
system of the world.

According to Africa in Zambia, pre school assessment is defined as an

ongoing diagnostic ,class room -based process that uses a variety of
assessment tools to measure learner performance MOE, of Zambia,
2005;5).The assessment of children learning in the class room by
facilitator, occupies a central role in the learning process. If handled by
competent facilitator, preschool assessment contributes largely to the
superior achievement of children (Makhonta,(2003). Makhonta (2003),
Explain that pre school assessment program in Swaziland was based on
the principle of mastery of learning which can make every child become a
successful learner in given time and opportunity.

2
 Preschool assessment training policy in Ethiopia (1994), describes
preschool assessment as an assessment approach which should the full
range of source and methods facilitators use to gather ,interpret and
synthesis information about learners .The preschool assessment
techniques since 1994 to implement in all standards of school. The
education and training policy Ethiopia (1994) declared preschool
assessment. Children in the preschool education should be assessed
using variety of assessment methods to measure children performance.
The primary purpose of assessment at this stage must be diagnostic and
remedial. As (2010) every facilitator should carry out regular check on the
progress of all children in each subject .this is done through continuous and
in formal assessment. It is intended to be spontaneous and natural parts of
the teaching and learning process. Not merely an activity that takes place
at the end of term or year.

1.2 Statement of the Problem

3
 There are a number of factors affecting the practices of preschool
assessment .Any researchers illustration that about the
implementation of preschool assessment in all educational level.
But, the findings are not focused practice and challenges of
continuous assessment. The Facilitators practice assessment in
appropriately. Because they use only summative assessment.
This many hinders children’s achievement. There are different
challenges in the school when practice the preschool assessment
method. Some challenges likes, children absent the class, lack of
assessment instrument, and facilitator extra work. So, this study
will be assessing the gap of practice and challenges of preschool
assessment in the study area. The research will be intended to
fill the gap the problem of preschool assessment in Ambo town
from the selected preschool. As many experiences during the
practice period facilitator in preschool will be implement
assessment method in appropriately. It is many used for
collecting marks rather than helping the ongoing process of
children by providing feedback. Facilitators also give almost
similar marks to the children. This shows the preschool
facilitator poor practices method in assessment due to different
factors which is not properly implement in the study area.

1.3 Objectives of the Study

This study will have both general and specific objectives.

4
 1.3.1 General Objectives

The general objective of this study will be assessing the practices and challenges of preschool
assessment in Ambo town.

1.3.2 Specific Objectives

More specifically this study will attempt to the following specific objectives:

1. To investigate the actual practice of preschool assessment in the study area.

2. To identify the major challenges of preschool assessment practice in the study area.

3. To examine assessment techniques in the study area.

1.4 The Leading Research Question

1. What are the actual practices of preschool assessment in Ambo town?

2. What are major challenges of preschool assessment in Ambo town?

3. What are assessment techniques in the study area?

1.5 Significance of the Study

This research will have the following purpose.

This study will provide the important feedback about the existing practice of pre school
assessment and its challenges. This study will be help to preschool facilitator to use as a hint.
Moreover; it provides information for children as they will get opportunity to involve in their
own assessment with different techniques of preschool assessment. It also serves as stepping
stone of other pre schools that need to conduct research in this area.

5
 1.6 Delimitation of the Study

Geographically, the study area will conduct in Ambo town in case of kidanemrt academy and
future preschool l. To assess practices and challenges of preschool assessment. Ambo town
which is locate the capital city of west shewa zone.125 kilo meter from Addis Ababa the capital
city of Ethiopia. Conceptually, it will be delimit to see the practices and challenges of preschool
assessment Ambo Town.

1.7 Operational Definition

Assessment; is the collection of evidence related to children learning

Pre school assessment; is educational policy in which children’s are examined continuously
over most of the duration their education.

pre school; it is a school for children, which include 0- kage3.

Actual practice; activities of teachers, often regularly, in order to improve their skills or like
supporting in doing homework, assignment, give feedback, test.

Challenges; Difficulties faced on ECCE children when they implement pre school assessment.

6
 CHAPTER TWO

REVIEW OF RELATED LITERATURE

2.1 CONCEPT OF PRESCHOOL ASSESSMENT

2.1.1 ASSESSMENT

Many scholars wrote about what mean assessment and how it could be implemented. Among those
Allen(2004) , explain that assessment involves the use of empirical data on children learning to refine
programs and improve children learning . Huba and Freed(2000), explain that assessments involves
the use of gathering and discussed information from multiple and divers sources in order to develop a
deep understanding of what children know, understand, and can do with their knowledge as result of
their educational experience the process culminates when assessment results are used to improve
subsequent learning. According to USAID-AED (2009) , Assessment is the process you use to collect
information about children that you will use to make educational decision about them. it means that
assessment refers to the process of gathering relevant information, for the expressed purpose of
making educational decision ,not to the instrument for gathering it .assessments are no
decision .Rather, assessment provides information to help you make the decision. Other scholars ,like
Erwin(1991) Argued that, assessment is the systematic base for making inferences about the learning
development of children .it is the process of defining selecting, designing ,collecting, analyzing ,
interpreting and using information to increase children learning and development .Palomba and Banta
(1999) argued that, assessment is the systematic collection review and use of information about
educational programs undertaken for the purpose of improving student learning and
development.

7
 2.1.2 Pre school Assessment

Preschool assessment will be used as strategy to implement by facilitators to ascertain the

knowledge, understanding, and skills attained by children. The Facilitators administer the
assessments in a variety of ways over time to allow them to observe multiple tasks and to collect
information about what children know, understand, and can do.

Many scholars defined what mean preschool assessment. Among the scholars ,Chilora , etal
2003,Plessis,etal(2003) in Desalegn(2004,p.2) states it ‘ preschool assessment refers to making
observation periodically to find out what a children knows , understands and can do .’’

Ariasian (1997,p.3) explain that ;pre school assessment is the process of collecting , synthesizing
and interpreting information to aid in decision making is called assessment. Assessment involves
much more than scoring and grading than paper –and-pencil tests.

As MOE of Zambia (2005) cited in Kapamblue (2010 preschool assessment is defined as an

ongoing , diagnostic , class room based process that uses a variety of assessment tools to measure
children performance.”

8
 2.1.3 The Purpose of Assessment

The primary purpose of assessment will be improve children’ learning and facilitator as both
respond to the information it provides .Assessment for learning is an ongoing process that arises
out of the interaction between teaching and learning. The purpose of assessment is many. it will
be serves to see whether the teaching learning carried out in schools achieve it objectives or not.
According to Namibia ministry of basic education and culture, facilitator’ manual on formative
assessment in science class (2010) , the following purpose of assessment will suggest. To
ascertain what learning , change and progress takes place in the children over a period of time in
different subjects of study and other aspects of the child’s personality ,to find out the needs and
learning style of every children and to devise a teaching – learning plan that will be responsive to
the individual needs and learning styles .further, it will helps to improve the teaching- learning
materials by adding value and help every children find out their interest, aptitude ,strengths and
weakness so that the children can evolve effective learning strategies ,to measure the extent to
which curricular objectives have been realized and to enhance the effectiveness of the teaching-
learning process.In general the purpose of pre school assessment circles around improving
teaching –learning activity, addressing children interest in the course of learning create and
opportunity for both facilitator and children to work for the same purpose –improving children
learning.

9
 2.2 Types of Assessment

Assessment will be often divided in to, formative and summative categories for the purpose of
considering different objectives for assessment practices.

2.2.1 Formative Assessment

Formative assessment is generally carried out through out a course or project .formative
assessment also referred to as ‘’educative assessment’’, is used to aid learning .in an educational
setting. Formative assessment can take the form of diagnostic standardized tests.

2.2.2 Summative Assessment

Summative assessment is generally carried out at the end of a course or project. In an educational
setting, summative assessment is typically used to assign students a course grade. Summative
assessments are evaluative. Educational Researcher Robert Stake (2003) stated in Linn and
Miller (2005, p.35) explains the difference between formative and summative assessment with
the following analogy:-

When the cook tastes the soup, that’s formative.

When the guests the soup, that’s summative.

Summative and formative assessment is often referred to in a learning contact as assessment of

learning and assessments for learning respectively. Assessment of learning is generally
summative in natural and intended to measure learning out comes and report those out comes to
student, parents and administrators.

2.3 Practices of preschool Assessment

At the beginning of each academic year, the facilitator will be distribute to the children and their
parents the schools expectation on children learning ,the learning areas will to be assess and the
assessment criteria to be achieve. Various alternative assessment methods were used to assess
and record their children learning. This include: children profiles, games, class participation and
observe children interest.

10
 2.4 Major Challenges in pre school Assessment

As Quanah (2005,p,p.2-3) mentioned, some of the challenges are :- High levels stress during
participation .The first problem is the large numbers of assessment children have to go
though ,and the larger number of mark recordings, facilitator have to make redaction in
facilitator, children contact hours. The large number of assessment also tends to reduce the
number of contact hours for instructions in many pre schools. In number of schools, the two
weeks before the vacation will be used for marking outstanding assessment and for completing
the continuous assessment record books very little instruction is carried out. lack of emphasis on
project works, facilitator have not been trained on’’ project marking’ ’ and they therefore
concentrate mainly on ‘’ homework’’. And also the effect of labeling ;the child characteristics
and differing responses to variable learning demands;and characteristics of the testing situation.
no attention is given project work ,which is the most important learning medium that allows the
children to take active part in their own learning. tests are used to collect data on
children ,learning in the preschool assessment process-tests by themselves do not lead to
improved learning. Kapambwe (2010) explain that stressed on the following factors as the
challenges of implementing continuous assessment. Some factors are, staffing, remediation and
enrichment, children absenteeism and preschool teachers networking, all are this challenges of
preschool assessment.

11
 CHAPTER THREE

3. Research Methodology

This chapter deals with the research methodology of the study which includes , study design,
study area, sample research population, sample size determination, tools of data collection,
methods of data analysis , sample and sample size determination ,ethical consideration and
variables of the study.

3.1 Research Design

To answer the research questions, mixed research method will be used, apply i.e. qualitative and
quantitative. The quantitative includes frequency and percentage (data which express in
number}. And the qualitative research methods used for gathering non-numerical information
includes words, phrase and statements (data which does not express numerical values).So the we
will employ descriptive survey.

3.2 Description of the Study Area

The study area will conduct the selected pre schools in Ambo town .Ambo town which is
located in west shewa administration in Omiya region. Ambo town which has 14 preschool.
From 14 preschools that we are selecte two schools kidanemret and futer preschool to assess the
research title practices and challenges of preschool assessment. There will be

12
40 facilitators and 2 directors in the selected schools. Ambo town which is located in west
shewa zone administration in oromiya region.

3.3 Sample Research Population

The study population of this study will be directors and facilitor who are found in the schools.
There will be 14 pre schools in ambo town. From this, we are selecte two schools to save time
and money. Therefore, the study populations are 42 from in AMBO town pre schools which
were in kidanmret academy and futer preschool. There will be 21 male and 21 female
facilitators will be participant in this research study. From these, a sample 20 participants are
selected through simple random sampling method.

3.4 Sample Size Determination

We selecte 20 facilitor Participants from the study population. From this which of 10 male
and 10 female. This research used stratified sampling techniques and simple random sampling
techniques in order to avoid research bias. The use of stratified sampling techniques in this
research was to separate the participants based on gender and. The use of random sampling
techniques to participate equally the participants by chance (lottery method).

So in this research 4 participants to give information by interview and other 26 participants to

give information to distributive the questionnaires to used simple random sampling.

3.5 Tools of Data Collection

In order to find relevant and sufficient information the study will be depend on primary data
sources. When to collects data the researcher will use primary data collection techniques. The
primary data will collecte through close ended and open ended questions. Close ended questions
which help to respondent to answer objective questions by limiting the response option of
respondent. Open ended questions will helps the respondent to express their idea in detail and
clearly.

A Primary Data Source

13
Primary source of data will be directly collects through questionnaires and interview. Which is
original source collects from facilitators. In these study questionnaires is the important data
collecting tool. It will be used collecting instrument to get sufficient primary data. Both open
ended and close ended questions are developing for facilitators and directors. On the other hand,
interview is the instrument to collect the primary data using by, face to face, communication
within the facilitators and directors.

3.6 Methods of Data Analysis

After collection of the data, employ both qualitative and quantitative methods of data
analysis .Qualitative data basically involves in word expression and to gathering non-numerical
information. On the other hand, quantitative research design which express in numerical uses
like table, percentage and frequency. The qualitative research design use like orientations, verbal
expressions and theme. Generally this research study would be used mixed research design.

14
 CHAPTER FOUR

4. RESEARCH FINDIGS

The researchers distributed 30 questionnaires for teachers and 2 directors’ interview to obtained
adequate information. Accordingly depending on the information collective through
Questionnaires and interview analysis made in the following manner.

4.1 General Characteristics of Respondents

Table 1.characteristics of teachers by sex, age and education level

№ Variable Group Frequency Percentage

1 Sex Male 13 62
Female 8 38
2 Age 20-25 9 42.9
26-30 5 23.8
31-36 4 19
36 &above 3 14.3

3 Educational status Certificate 5 23.8

Diploma 10 47.6
Degree 6 28.6
Total 21 100
Source questionnaires (2017)

15
The above table1,indicated that Item1 showed that 62% of the respondents were male. On the
other hand 38% of respondents were female. Item2, showed that 9(42.9%) of the respondents age
range from 20-25, 5(23.8&) of the respondents age range from 26-30, 4(19%) of the respondents
age range from 31-36, 3(14.3%) of respondents age range from 36 and above. Item 3, as showed
that more than 47.6% of the participants were diploma teachers. The remaining 23.8% and
28.6% respondents were certificate and degree educational statues respectively.

4.2 Actual Practices of Continuous Assessment

Table 2, Respondents Were asked in any form of practices of CA

Item No Disagree Unsure Agree mean

I give my learners learning tasks 21 0 0 21(100%) 5

I give my learners home work every day 21 1(4.8%) 2(9.5%) 18(85.7%) 4.3
I give my learners test every week 21 6(28.6%) 4(19.04%) 11(52.4%) 3.5
I give my learners practical test every month 21 11(52.4%) 3(14.3%) 7(33.3%) 2.8
I never give my learners practical test 21 1(4.8%) 1(4.8%) 19(90.5%) 4.5
I give test my learners always fairly 21 14(66.7%) 3(14.3%) 4(19.04%) 2.04
I give my learners class exercises during every lesson 21 1(4.76%) 0 20(95.2%) 4.7
I always give learners feedback on time 21 0 2(9.5%) 19(90.5%) 4.5

Identify students area strength and weakness in the class room 21 2(9.5%) 1(4.8%) 18(85.7%) 4.3

I share assessment criteria with my student 21 0 1(4.8%) 20(95.2%) 4.5

I always analyze learners performance in test or home work 21 0 3(14.3%) 18(85.7%) 4.3
I use different assessment techniques like, project work, test 21 0 0 21(100%) 5
quiz and assignment
I give my learners test every week 21 2(9.5%) 2(9.5%) 17(81%) 4.3

Grand mean 4

Source questionnaire (2017)

As depicted in table 2 the mean scores of all items ranged between the highest mean scores of (m=5) to
the lowest mean scores (m=2).the highest mean scores in which participants should that strong positive
response (highest mean) respects very were <<I give my learners learning task>> (agree) and the item

16
with lowest mean score was << I give test my learners always fairly>>. Generally, the mean score
showed that the participant of actual practices of continuous assessment was high because almost all of
the participants’ response inclined on choices of agreement in each items. Therefore the majority
respondents were more implemented continuous assessment.

Average mean or grand mean=the sum of mean this means, 53.22/13= 4.09 (approachably 4).

The total number of item

The expected mean =maximum + minimum =5+1 = 3.

2 2

Range = maximum-minimum this means 5-2=3.So based on the interpretation the above data

The average mean of the respondents greater than (>) the expected mean and the range (4>3). This means
more teachers implemented continuous assessment in school.

Generally the above data showed that the majority of teachers practices of continuous assessment inclined
that the agreement.

4.3 Major Challenges of Continuous Assessment

As the evidence for open ended questionnaires and interview the respondents indicated the
following major challenges.
1/ Shortage of time:- as the findings of this research indicated teachers reported that there was a
shortage of time to evaluate students learning performance .So, a shortage of time is the most
challenges of teachers when to practices of continuous assessment in the class room.
2/Large class size:-as the respondents indicated that attempt to practices CA with large number
of students in big challenges to assess students’ academicals achievement. There were 58
students in the class. Therefore, the number of students must be limited to identify students’
progress simply.
3 Lack of instructional media:-as the evidence of the respondents indicated that lack of
adequate instructional media is the most challenges to implement CA in the school. According to
this limited to practices of continuous assessment in the class room.
4 Students Absent:-Was the first challenge when to practices of continuous assessment in the
class room. As the respondents indicated that students were absent during examination time the

17
case of health and parents work load. Based on these students absent from the school are the
highest challenges for teachers to practices continuous assessment.
5 teacher work load: - as open ended questionnaires and interview respondents indicated that
teachers extra work a series problem to assess and identify students learning activities by using
CA methods. Because teachers are baize he/she was not assess correctly students’ performance.
Therefore, teachers work load is very challenges during practices of CA.

4.4 Types of Assessment Tools in School

As respondents explain assessment tool is very important to investigated students teaching and
learning process in the class room. Some assessment tool are class work, homework, project
work assignment, quiz, test, final exam, all are these types of continues assessment to do teachers
in the school.

18
 CHAPTER FIVE

5. Discussion
The result of the questionnaires and interview indicated that the majority of teachers to
implement continuous assessment in school because of teachers work greatly. Teachers give
different CA method for students to increase their academically achievement. The class room
teachers used assessment techniques to identify learners’ performance. The e.g. of assessment
techniques are quiz, class work, homework, project work, test and final exam. So the effective
CA practices is can be improve learners performance .Generally the findings from questionnaires
and interview which shows that the effective CA enhance to improve quality teaching and
learning process.(Zaila,2007) it has been suggested that formative assessment should involve a
Varity tasks including , test, quiz, homework, class work, project work. So his recommended
verity of CA is very important for students.
The results from the questionnaires and interview showed that there were different challenges to
implement continuous assessment in the class room. This study indicated that some of teachers
failed to implement continuous assessment because of; lack of instructional material, large class
size, students absent, teacher extra work, family influence and lack of support school
administration are the major challenges of to implement continuous assessment. As quansah
(2005) suggested that high level stress in test taking and test marking the first problem is the
large number of assessment pupils have to go through and the large number of mark records.
Teachers have to make reduction in teachers pupils contact hour. The large numbers of
assessment also tend to reduce the number of contact hours for instructions in many pupil
schools. The result of this research findings related to Kapambwe (2010) explain that stressed on
the following factors as the challenge of continuous assessment implementing. Some factors are,
staffing, remediation and enrichment, pupils absenteeism and teacher network all are this the
challenges of to implement continuous assessment in the class room.

19
 CHAPTER SIX

6. CONCLUSSION AND RECOMMENDATION

6.1 Conclusion

The analysis and discussion was generally focused on teachers practice and challenges in
conducting continuous assessment. The first cycle primary school teachers in the study area
believe that continuous assessment helps to both teachers and students evaluating the strength
and weakness in teaching learning process. The finding result from questionnaire and interview
indicated that most of teachers implement continuous assessment to improve student’s skill and
knowledge. Based on the data showed that the majority of teachers practice continuous
assessment an average is very good. As the finding indicated that most of teachers used different
assessment techniques, for example; class work, homework, project work, quiz, test, final exam
those are the assessment technique of teachers in the study area. So the majority of teachers
practice of continuous assessment and inclined that agreement to positive response.
The findings showed that the practices of continuous assessment were to implemented teachers
within good conditions. With regarding to the findings there were different challenges to
practices CA in the study site. As indicated that from the questionnaire response, student absent,
teacher work load, large class size and lack of time which are the major problem of to practices
CA in the school. The researchers were concluded as follow;
1. Most of teachers practice continuous assessment to identify students strength and
weakness based on their academicals performance.
2. Teachers used different continuous assessment technique like, class work, home work,
project work, quiz, test and final exam.
3. Teachers used common continuous assessment guide line prepared by educational
department of south Gondar zone.

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 6.2 Recommendation

Based on the collected data, questionnaires and interview from the respondents the researchers
were understand the practice of continuous assessment. According to this the researchers
recommended as follow;
1. Teachers should be more practice of continuous assessment to improve learners’
performance.
2. Teachers should be focused implement continuous assessment to provide quality
education in the school.
3. The south Gondar educational department should be preparing common guide line
continuous assessment rules all educational centers.
4. Teachers should be minimize to their extra work to assess students in the class room
properly.

21
 Reference
Ariassian P.(1991). Class room assessment: New York, McGraw-Hill.

Craft. (1997). Education psychology: New York.

Kapambwe W.(2009 and 2010). Continuous assessment as relevant tool to

Quality product of in education: Zambia.

MOE (1994).The education and training policy: Addis Ababa. Ethiopia.

MOE (2004).Guide line of continuous assessment: Addis Ababa. Ethiopia.

Quanah K.(2005) .Continuous Assessment in book. In Zambia.

Solomon N.(2004). Practice and challenges of implementing continuous assessment. Addis

Ababa University. Ethiopia.

USAID-AED (2009). Teachers hand book in formative continuous assessment grade 1: Addis

Ababa. Ethiopia.

22
Appendix (A)
AMBO University

Faculty of Social Science and Humanities

Department of Early Child hood Care &Education (ECCE)

Part one:-

Questionnaires

This questionnaire prepared for first cycle primary school to get in debre tabor town.

This questionnaire to be filled by the respondents. These questionnaires prepared for teachers of
first cycle primary school in Deber Tabor town to collect relevant information for the purpose
of research to be conducted on practices and challenges of continuous assessment . this
information you provide will be confidential and the researcher will thanks in advance for
your kindly cooperation use check mark’’’’ in box provided for choice when necessary.
Please do not write your name

Personal information

A. sex male female

B. Age 20-25 26-30 31-35 above 36
C. Educational level certificate diploma degree and above
Part two :-instruction , on the following page there are 13 statement of teacher actual
practice scale in continuous assessment . Please read each statement carefully and
decide if you’re every practice. Below is a list of statement dealing with your actual
practice of continuous assessment. If your feel it strongly agree
Circle 5 , if you agree, circle 4. If you have choice of unsure, circle 3 , if you dis agrees
circle 2, if you strongly disagree circle 1,

Activates Strongly Agree Unsure (3) Dis agree Strongly

23
 agree(5) (4) (3) dis agree
(1)
I give my learners learning task 5 4 3 2 1
I give may learners home work 5 4 3 2 1
every day
I give may leaners test every 5 4 3 2 1
week
I give my learns practical test 5 4 3 2 1
every month
I never give my learners a 5 4 3 2 1
practical test
I give attest my learns always fair 5 4 3 2

I give learners a class exercise 5 4 3 2 1

during every lesson
I always give learners feed back in 5 4 3 2 1
time
I identify student area of strength 5 4 3 2 1
& weakness in the teaching &
learning process
I share assessment criteria with 5 4 3 2 1
my student
I always analyze learners 5 4 3 2 1
performance in a test or home
work
I use different assessment 5 4 3 2 1
techniques like project work test
quiz group work assignment
I give my learners test every 5 4 3 2 1
weak

24
Part three :-instruction , below is a list of questions to exercise the practices &challenge of
continuous assessment for teachers in the class room. So, please give detail information.

1.whatis actual practices of continuous assessment in your

school?...............................................................................................................................................
............................................................................................................................................................
......................................................................................................................................................

2. What are the major challenges of continuous assessment in your

school-------------------------------------------------------------------------------------------------------------
-------------------------------?

3. What is the difference the practice and challenges of continuous assessment to compare from
theotherschool?..................................................................................................................................
............................................................................................................................................................
............................................................................................................................................................
..........

4. What types of assessment tools are uses in continuous assessment package? (List)
………………………………………………………………………………………………………
………………………………………………………………………………………………………
……………………………………………………………………………………………...

25
 ደብረታቦርዩኒቨርሲቲ
በማህበራዊ ሳይንስና ሰባአዊ ኮሌጅ

ክፍልአንድ (1)፡አባሪሀ

መጠይቅ

ይህመጠይቅየተዘጋጀዉበደብረታቦርከተማዉስጥየሚገኙየመጀመሪያደረጃሙሉሳይከልትምህርትቤቶችላይያለ
ዉንየትከታታይምዘናተግባርናተግዳሮቶችለማጥናትሲሆን

የዚህጥናትዋናአላማዉበደብረታቦርከተማዉስጥባሉየመጀመሪያደረጃሙሉሳይከልትምህርትቤቶችየተከታታይ
ምዘናተግባርላይየሚያስከትለዉተግዳሮትለማዉቅነዉ፡፡

ማሳሰቢያ

ለጥያቂዎቹመልስሲሰጡበሣጥኑዉስጥይህንምልክትያስቀምጡ

ስምመፃፍአይፈቀድም

ሀ. ፆታወንድሴት

ለ . እድሜ 20-25 26- 30 31-35 ከ 36 ዓመትበላይ

ሐ. የትምህርትደረጃሰርቴፍኬትዲፕሎማዲግሪ

ክፍል 2 ( ሁለት )ከዚህበታችየተዘረዘሩት 13

ዓረፍተነገረሮችመምህራንተከታታይምዘናተግባርላይየሚያከናዉናቸዉስራዎችናቸዉ፡፡

26
 እባከዎእያንዳንዱንዓረፍተነገርበጥንቃቄበማናበበየዕርሰዎየተከታታይምዘናተግባርያሣይ፡፡
ስለዚህበጣምአስማማለሁ (5) እስማማለሁ ( 4)፣እርግጠኛአይደለሁም (3)፣አልስማማም
(2)፣በጣምአልስማማም (1) የሚሉትትዕዛዝበመከተልቁጥሮችንያክቡ

ተግባሮች በጣምእስማ እስማ እርግጠኛአይደ አልስማ በጣምአልስማ

ማለሁ (5) ማለሁ ለሁም (3) ማም ማም(1)
(4) (2)
ለተማሪዎችትምህርትአዊስራእስጣለሁ 5 4 3 2 1

ለተማሪዎችበየቀኑየቤትስራአስጣለሁ 5 4 3 2 1

ለተምሪዎችበየሣምንቱየቤትስራእስጣለሁ 5 4 3 2 1
በየሣምንቱተማሪዎችንፈተናእፈትናለሁ 5 4 3 2 1
በየወሩተማሪዎችንፈተናዕፈትናለሁ 5 4 3 2 1
ለተማሪዎትየተግባርፈተናአልፈትንም 5 4 3 2 1
ሁሉጊዜለተማሪዎችፈተናፈታዊበሆነመልኩአሰጣለ 5 4 3 2 1
ሁ
በየከፍለጊዜዉለተማሪዎችመልመጃእሰጣለሁ 5 4 3 2 1
ሁሉጊዜበሰዓቱበተማሪዎችግብርመልስእሰጣለሁ 5 4 3 2 1
በመማርማስተማሩሄደትላይየተማሪወችንጠንካራናደ 5 4 3 2 1
ካማጎንእለያለሁ
በተከታታይምዘናመስፈርትላይከተማሪዎችጋርእወያ 5 4 3 2 1
ያለሁ
ሁሉጊዜየተማሪዎችንብቃትበፈተናእናበቤትስራእመ 5 4 3 2 1
ዝናለሁ
የትከታታይምዝናስለቶችንእጠቀማለሁምሳሌየብድን 5 4 3 2 1
ስራ፣የግልስራየቤትስራ፣የከፍልስራ፣ፈተናወዘተ

27
ክፍልሦስት( 3)

ትዕዛዝ፡ -
የሚከተሉትንጥያቄዎችበትምህርትቤታችሁዉስጥያለዉየተከታታይመዝናተግባርናተግዳሮትመሠረትበማደረግ
ተግቤዉንምላሽበግለፅአስቀምጡ

1. የተከታታይምዘናበትምህርትቤታቹሁዉስጥአሁንባለዉተግባርሁኔታምንይመስላል ?አብራራ
(ሪ)-----------------------------------------------------------------------------
………………………………………………………………………………………………
……………………………………………………………………………………….
2. በትምህርትቤታቹሁዉስጥየተከታታይምዘናዋናዋናተግዳሮቶችምንድንናቸዉ ?አብራራ
(ሪ)--------------------------------------------------------------------------------------------------------
-----------------------------------------------------------------------------------------
………………………………………………………………………………………………
………………………………………………………………………………………..
3. የተከታታይምዘናተግባርናተግዳሮቶችበአፈፃፀምከሌላትምህርትቤቶችጋርሲነፃፀርያለዉልዩነትምንድ
ንነዉ ?አብራራ(
ሪ)---------------------------------------------------------------------------------------------------------
--------------------------------------------------------
……………………………………………………………………………………………..
4. ምንአይነትየተከታታይምዘናስልትትጠቀማላችሁጥቀሱ?
------------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------……………………..
………………………………………………………………………………………………
………………………………………………………………………………………..

28
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