A Study On Efl Teachers Implementation Of Continuous Assessment: The Case Of Uraga Secondary School Grade 10 Efl Lesson.

Abstract

The central intention of this research was to investigate EFL Teachers’ implementation of Continuous assessment in Uraga Secondary School which is found in Oromia Regional State, Gujii zone, Uraga Woreda Haro Wachu town. To attain the objective of the study, a mixed method of research with that of descriptive survey type was employed. The sample consisted of 5 Grade 10 English Language teachers and 58 students drawn from 580 Grade 10 students. Purposive Sampling technique was used to select the target school while comprehensive and simple random sampling techniques were employed to select the sample teachers and students respectively. To gather the necessary data, closed type questionnaires, observation and document analysis were employed. In analyzing the necessary data, frequency and percentage were used. The results of the study indicated that the practice and the purpose of implementing Continuous Assessment in EFL classrooms were insufficient. From the result of the study, teachers did not have the experience to provide timely feedback for their students based on the effects of Continuous Assessment results. Though there were various Continuous Assessment Devices in assessing students’ performance in EFL classrooms, a few of them, were only implemented in the classes, namely, quizzes, tests and mid-exams predominately. Furthermore, the finding of the study indicated that large class size and high teachers work load were identified as the main impeding factors of the implementation of Continuous Assessment in their EFL classes. Thus, based on the findings of the study, recommendations were forwarded to alleviate the aforementioned problems in the school under study.