Exploring Grade 11 English Language Teachers’ Practice Of Continuous Assessment: The Case Of Mettu And Alge Sachi Preparatory School

Abstract

The research aimed at exploring grade 11 English language teachers’ practice of continuous assessment (CA) in language classes of two Preparatory schools which are found in Ilu Aba Bor Zone, namely, Mettu and Alge Sachi Schools. To attain this objective, a descriptive survey research method was employed. The sample consisted of 6 grade 11 English language teachers and 98 students drawn from 489 grade 11 students of the respective schools. Purposive sampling technique was used to select the target schools while comprehensive and simple random sampling techniques were employed to select the sample teachers and students respectively. To gather the necessary data, questionnaire, interviews, document analysis, and observations were employed. In analyzing the data, percentage and mean were used. The results of the study indicated that teachers’ understanding of the principles and purposes of CA were insufficient. Besides, there was a gap in the implementation of CA in their language classes properly. From the results of the study, teachers had experience in supplying feedback for their students based on the effect of the assessment but the provision was below expected. Even though there are various assessment devices in assessing language skills, a few of them were only implemented in the language classes, namely tests and group work predominantly. Furthermore, the finding of the study indicated that large class size and lack of sufficient time to assess were identified as the main impeding factors of the implementation of CA in their classes. Thus, based on the findings of the study, recommendations are forwarded to alleviate the aforementioned problems in the schools under study.