In this stud y an attempt was made to find out wh e ther orrnn o t continuous asses.me nt in the t eac hing of En g li sh is morernpf f "" ti ve than the non-continuous traditi ona l assessmentrnp ra c ti se d in ollr hi jrh sc hoo ls . To te st this. a n experi mentrnwas co ndu c ted for t en weeks in which a samp le population ofrn1 38 Grade Ele ve n Students in two groups (74 con tro l and 64rnex perimental) t ook part . A teaching mat eria l was preparedrnalong the principles of th e 'Communicative Approach ' and g ivenrnto both groups.rnTh e statistical test made o n the pre-test scores of thernstudy a nd contro l g r o ups sh owed n o significant difference .rnNeve rth e less , in th e post-test scores ob tained , the s tudyrn~ r o up pe rf o rm ed better than the control group at arn.ijrnificance l eve l of O.OS.rnThe study bein g esse ntially a testin g approach wasrninterested in invpqig a ting th e va l iditv . reliabili ty andrnfp'lsi hi lity of conti nu ous a.sessment . The b e tter sco res ofrnthe s tlld y grou p on the pos t- te st r eveal the ef f ec ti ve ness ofrnthe n e~ met h od tried. Moreove r . t h e r espo nses from thernstudpnt qu es tionnaire v alidate this v i ew .rnThe aggregate sco res obtained fr o m the co ntinuousrnassessment and from the post-test were corre lated to testrnre li a bilit y . Th e r es ult shows a v e r y strong positivernco rr e lation.rnThe f e asibility o f co ntinu ous asse ss me nt in the presentrnc ircumstances i s rather stro ngly doub t ed. The low morale of