Tn thi s stud y an attempt was made to find out whether orrnnn t rn ntinuous assessment in the tea ching of English is morerne ff p.r ti ve than the non-c on tinuous traditional assessmentrnr ra c tised in nu r hi!'"h schools. To test this, an experimentrnIVas co nducted for ten weeks in whi ch a sample population ofrn138 Grade Eleven Students in two groups (74 control and 64rnexpe rimental) took part. A teaching material was preparedrnalong the principles of the 'Communicative Approach ' and givenrnto both groups,rnThe statistical test made on the pre-test scores of thernstudy and control groups showed no significant difference.rnNevertheless. In the post-test scores obtained. the studyrn,.roup performed better than the control group at arnsi~nificance level of O.OS.rnThe study being essentially a testing approach wasrnint e rested 1 n investil'atin,. the validity, reliability andrnfpRsih i I ity of con tinu ous a ssess ment. The better sco res ofrnthp s tud y !'"roup on the post - test r ev eal the effectiveness ofrnthe nel< method tri ed. Moreover. the r esponses from thernstudf'nt questionna ire va lidat e this v iew.rnscores obtained from the continuousrnassessment and from the post -test were co rrelated to testrnreliability. The result shows a very strong positivernco rr ela tion.rnThe feasibility of co ntinu ous assessment in the presentrnc i r cumst a n c e s i s rath er strong ly doubted. The l ow mora l e