Practices And Challenges Of Continuous Assessment In Government Secondary Schools In Kellem Wollega Zone Oromia Regional State

The purpose of this study was to investigate the continuous assessment practice and challenges rnof government secondary school in Kellem Wollega Zone. For this study, survey research rnmethod, descriptive design and simple random sampling techniques were employed. The study rninvolved 8 secondary schools which were randomly selected. A total sample of 391 students, 217 rnteachers, 8 principals, 13 vice-principals and 4 Woreda education office heads were selected forrnthe study. Data gathering instruments were questionnaire, interview, and observation. The rnquantitative data analyzed using percentage and frequency; the qualitative data was analyzed rnusing interpretative way. The study result shows low practices of continuous assessment. The rnindicator of this study result were moderate level of understanding, sometimes include CA in the rnassessment process, most teachers used test regularly, and most teachers when necessary use rncontinuous assessment tools. In addition the implementation of CA was affected by lack of rntraining, lack of time, large class size and lack of resource. Based on the major findings and rnconclusion drawn possible recommendations were made: School administrators and WEO are rnexpected to give support and motivation for teachers on the CA and to make conducive rnenvironment in the learning process; policy makers, MOE and REB are expected to prepare and rngive continuous training for teachers and re-designing curriculum for better implementation of rncontinuous assessment.

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