The Purpose of this study was to investigate the State of Continuous Assessment Practicernin secondary schools of Oromia Special Zone Surrounding Finfinne. For this study,rnmixed method and descriptive survey research was employed; both quantitative andrnqualitative data were gathered through questionnaire, interviews and documents. Of therntotal sample size of the two study groups, 63 (87.5%) of the teachers and 197(89.95%) ofrnstudents filled in and returned the questionnaire. In addition, five school principals andrnfive secondary school supervisors were interviewed. The collected data were analyzedrnusing frequencies, percentages and chi-squares. Some of the major findings were: Mostrnteachers had incomplete understanding about continuous assessment in that theyrnconcentrated on summative components of assessment; they didnâ€™t include a variety ofrncontinuous assessment tools in their plan and did not use in the class room activities.rnThus, the practice of continuous assessment is low. Moreover, it was found that most ofrnthe teachers considered continuous assessment as a series of paper and pencil testrnactivities to measure studentsâ€™ performance. Most teachers see continuous assessment asrntiresome and more time consuming. Regarding continuous assessment guideline, almostrnthe majority of teachers replied that there was no continuous assessment guideline tornmeasure practical skills. There was a great difference among schools in practicingrncontinuous assessment from planning up to implementation. Thus, to improve thernsituation, it is recommended that: Preparing manuals and guidelines for the front linernpractitioners and efforts should be made to create awareness continuously for students,rnteachers, school principals and educational experts. Conducting training and differentrnworkshop with those concerned bodies is more advisable to increase the understanding inrnthe area. Teachers are expected to plan and involve students by providing tasks in therncontinuous form.