Teachers’ Perception And Practices Of Continuous Assessment In English Language Classes: Focus On Jijiga And Shiek A/Selam Preparatory School In Jijiga Town

Abstract

The purpose of this study was to investigate teachers’ perception and practices of continuous assessment in English language classes focusing on grade 11. The studyusedboth qualitative and quantitative methods of data gathering instruments such as observation, questionnaire, and interview and document analysis. The participants of the study were 16 English language teachers from the two preparatory schools (8 from Jijiga) and (8 from ShiekA/selam) preparatory schools. To this effect 8 English language teachers were selected from the two preparatory schools using simple random sampling technique from a population of16 English language teachers to be observed and interviewed. A questionnaire was filled in by 16 English language teachers to find information about their perception and practices of continuous assessment in English language classes. The data was analyzed using descriptive statistical tools such as frequency and percentage as well as careful description of the findings. The results of the study indicated that the majority the respondents the English language teachers’ perception towards continuous assessment were not positive and continuous assessment methods like group work, practical work and other activities were not being practiced by English language teachers in the two selected preparatory schools. Based on the findings, it was concluded that the English language teachers did not practice continuous assessment appropriately in their school.