Journal of Education, Teaching and Learning

Volume 5 Number 1 March 2020. Page 8-20

p-ISSN: 2477-5924 e-ISSN: 2477-4878

Journal of Education, Teaching, and Learning is licensed under

A Creative Commons Attribution-NonCommercial 4.0 International License.

PRACTICES AND CHALLENGES OF CONTINUOUS ASSESSMENT IN

COLLEGES OF TEACHERS EDUCATION IN WEST OROMIA REGION OF
ETHIOPIA
Gemachu Oli1), Teklu Tafase Olkaba2)
1)
College of Education and Behavioral Science, Jimma University, Ethiopia
E-mail: gemechuoli@gmail.com

2)
College of Education and Behavioral Science, Jimma University, Ethiopia
E-mail: teklu252@yahoo.com

Abstract. The main purpose of this study was to investigate the practices and challenges of continuous assessment in
colleges of teachers‟ education in western Oromia region. For this study, the researchers selected three colleges of
teachers education purposely based on the job experience. The researchers selected Nekemte, Dembi Dollo and Shambo
colleges teachers education from well, medium, lower experienced respectively. A descriptive survey design involving
both qualitative and quantitative approaches was employed. 134 student-teachers and 178 college teachers were selected
and participated in the study. The quantitative data was collected through a questionnaire and observation checklist and
analyzed using frequency and percentage, whereas, the qualitative data interview and document analysis were analyzed
using the narrative form and interpretative way. The finding of the study revealed that the extent of practicing continuous
assessment in class is low. The study also showed that teachers have positive perceptions toward continuous assessment
and they accepted continuous assessment as important to improve the achievement of learners. The finding disclosed that
large class size, shortage of time, teachers workload, the low interest of students, large instructional content, and lack of
commitment among teachers as the major factors hindering the practice of continuous assessment in colleges of teachers
education. The researchers recommend that educational authorities and stockholders should make effort to students per
class to manageable numbers, College administrators should allow teachers to cover the minimum workload than
overloading above the standard set for the college of teachers education.

Keywords: Continuous Assessment; College Students; College Teachers‟ Education; Evaluation; Standardized Testing

2. Teacher education and training components will

I. INTRODUCTION emphasize basic knowledge and professional code
of ethics,
Since the endorsement of the 1994 Ethiopian education 3. A professional career structure will be developed in
and training policy, different teacher training models have respect to professional development of teachers.
been introduced to improve the quantity and quality of 4. The participation of teachers and researchers in
teachers that, in turn, bring the quality of education as a getting the necessary field experience in various
whole. The impetus of teaching and teaching profession is to development and service institutions and
bring up and shaping generations in the world of profession professionals of such institutions in teaching will be
facilitated (TGE, ETP, 1994: 23-28).
impacting nation development. In line with this argument
Ethiopian education and training policy of 1994 article 3.4 According to the education and training policy of
with the sub-articles 4.3.1; 3.4.3 & 3.4.5 and article 3.6 sub- Ethiopia (Transitional Government of Ethiopia, TGE, 1994),
article 3.6.2 states about teacher and teacher education, the efforts designed to make teachers and teaching
respectively, as: profession at the highest ladder tip was well articulated in
1. Ascertain that teacher trainees have the ability, the policy document. According to the teacher training
diligence, professional interest, and physical and policy document, continuous assessment is the pillar of the
mental fitness appropriate for the profession. teacher training policy to translate the notion of active
learning methods into practice that realizes the potential of
the students and on the quality of education at all levels. To

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 Journal of Education, Teaching and Learning
Volume 5 Number 1 March 2020. Page 8-20
p-ISSN: 2477-5924 e-ISSN: 2477-4878

achieve effective education in one country continuous assessment in Colleges of Teachers‟ Education in West
assessment is important. Assessment is one of the elements Oromia region.
of the instructional process that plays an important role to 3. To identify the major factors that influence the practice
improve learning in educational institutions. of continuous assessment in Colleges of Teachers‟
As stated in Educational and Training Police (MoE, Education in the West Oromia region.
1994), the practical task of implementing the new
curriculum at the school level requires a continuous
II. LITERATURE REVIEW
assessment as part of the curriculum in general and the
instructional process in particular. To understand this, the A. The Conceptual Framework of the Study
role of teachers is of paramount importance. In other words, Many scholars wrote about the definition of assessment
teachers should be well informed about the concept and in different ways. Regarding this, Greaney and Kelladhan
procedures of practicing continuous assessment before they (2001) state that the term assessment “may be used in
implement it. In relation to this, (Teshome, 2001; education to refer to any procedure or activity that is
USAID/BEP, 2006) suggested that teachers‟ knowledge and designed to collect information about the knowledge,
attitude should be considered for the effective practice of the attitudes, or skills of a learner or a group of the learner”.
assessment program. The educational progress of learners They also stated that “assessment is the process of obtaining
needs frequent assessment. The various aspects of the information that is used to make the educational decisions
learning activities of learners should be assessed by various about students, to give feedback to the students about his or
methods. The traditional assessment method mainly focuses her progress, strengths and weakness or to judge
on testing which encourages superficial learning but did not instructional effectiveness and circular adequacy and to
assess the wider skills of pupils. Thus, continuous inform policy”. Again according to Brown (2004) an
assessment should be essential to measure learners‟ assessment is an act of interpreting information about
performance in a holistic manner. As the researchers are students‟ performance collected through any of multitude of
college teachers they observed from their experience that means or practices. It the procedure through which
there were problems related to using varieties of continuous information about pupils is obtained by any method or
assessment techniques in college. procedure that is formally or informally.
Continuous assessment is a typical classroom-based Assessment is broader than testing and measurement
strategy that provides regular information about the because it includes all kinds of ways to sample and observe
teaching-learning process. Concerning this, Ellington and students‟ skills (psychomotor domain), knowledge
Earl (1997) suggested that continuous assessment is (cognitive domain), values and emotions (affective domain).
practiced on a day to day basis to judge the quality of the People often equate assessment with tests, measurement and
individual‟s work or performance. Employing continuous evaluation (Ugodulunwa, 1996). Assessment, however, is
assessment enables the teacher to assess more of the quite different in concept. According to Airasian (1994)
intended behavior of the students and to take note of factors measurement involves the assigning of members to represent
such as their active participation, how articulate they are, the amount something possessed by an objective event or
their relationships with others and their motivation that have system. Students are doing in terms of specific objectives.
high educational relevance (Livingston, 2001). Continuous Tests are used for summative evaluation. Tests embedded in
assessment is a student evaluation system that operates at a the curriculum materials provided they match the specified
classroom level and is integrated with the instructional learning outcomes. Tests the teacher creates, they are aligned
process. with the learning outcomes. Teachers can use tests to help
So far, many researchers conducted different studies on students using assessment procedures as teaching tools.
the problem in different ways. For instance, Getinet (2016) Often, the test can be used to control students‟ behavior and
conducted a study on the assessment of the implementation communicating achievement expectations to the student
of continuous assessment and found that the majority of the (Madaus & Kellagan, 1993).
teachers on continuous assessment practices were not well
understood, the objectives behind the importance of 1. Assessment Paradigms
continuous assessment were not clear to most teachers. Yet The growing current kinds of literature identify four
few who were aware did not practice, and fieldwork and assessment paradigms to classroom assessment that can be
project were not commonly applied. These are other reasons used in conjunction with each other: assessment for learning,
that initiated the researchers initiated to undertake the study. assessment as learning, assessment of learning and
Therefore, the main aim of this study was to investigate the assessment in learning (Mercy, 2012).
practices and challenges of continuous assessment in Assessment for Learning: is an ongoing, diagnostic and
colleges of teachers‟ education in western Oromia region, school-based process that uses a variety of assessment tools
Ethiopia. The specific objectives of the study were to assess learner performances (Kapambwe, 2010). It reflects
1. To identify the perception of teachers toward continuous a view of learning in which assessment helps students learn
assessment in Colleges of Teachers‟ Education in the better, rather than just achieve a better mark, involves formal
West Oromia region. and informal assessment activities as part of learning and to
2. To find out the extent of teachers' practice continuous inform the planning of future learning, includes clear goals

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Volume 5 Number 1 March 2020. Page 8-20
p-ISSN: 2477-5924 e-ISSN: 2477-4878

for the learning activity, provides effective feedback that forms of assessment in that they make it possible to
motivates the learner and can lead to improvement, reflects a document the unfolding process of teaching and learning
belief that all students can improve, encourages self- over time. In relation to this, Apple and Shino (2004) stated
assessment and peer-assessment as part of the regular portfolios as a collaborative assessment, partly determined
classroom routines, involves teachers, students and parents by the classroom teacher and partly by the learner. As Nitko
reflecting on evidence and inclusive of all learners. (1996) pointed out, portfolio assessment is a new trend to
Assessment as Learning: occurs when students are their make authentic assessments pertaining to students‟
own assessors. Students monitor their own learning, ask performance or products in classrooms.
questions and use a range of strategies to decide what they Self-assessment: Given the chance, students can assess
know and can do, and how to use assessment information for themselves quite accurately stated by Muluken (2006).
new learning. Assessment as learning: encourages students Supporting this idea, Puhl (1997) suggested that self-
to take responsibility for their own learning, requires appraisal exercises are likely to increase the motivation of
students to ask questions about their learning, involves learners. Thus, self-assessment has a strong impact on active
teachers and students creating learning goals to encourage learning to the extent of realization that students have the
growth and development, provides ways for students to use ultimate responsibility for their own learning. It can help
formal and informal feedback and self-assessment to help students to pinpoint their strengths and weaknesses and find
them understand the next steps in learning and encourage ways of improvement (Haris, 1997).
peer assessment, self-assessment and reflection. Peer Assessment: Students are encouraged to assess each
Assessment of Learning: assists teachers in using other‟s learning and understanding, taking responsibility for
evidence of student learning to assess achievement supporting their classmates and making progress together. In
against outcomes and standards. In this assessment light of this, Puhl (1997) put the idea of peer assessment as a
paradigm, teacher directedness is paramount and the student response in some form to other learners‟ work. It can be
has little involvement. Sometimes referred to as given by a group or an individual and it can take any of a
„summative assessment', it usually occurs at defined key variety of assessment techniques.
points during a teaching work or at the end of a unit, term or Projects: can be given individually or in groups that
semester, and may be used to rank or grade students. The encourage students to become active and independent
effectiveness of assessment of learning for grading or learners. Whether projects are used early or late in the course,
ranking purposes depends on the validity, reliability and the time that is needed must is time Tabled for students as
weighting placed on any one task. This implies that it is well as for teachers (Brown et al., 1997). They further stated
teachers' design learning and collecting evidence to decide that projects encourage students to work together and reflect
what has been learned and what has not particularly at the on their work. Furthermore, Spandel and Stiggins (1990)
end of instruction. asserted that projects are important to show the attitude,
Assessment in learning: it places questions at the center skills, knowledge and the learning process of students as
of teaching and learning. It deflects teaching from its focus they engage in activities.
on a „correct answer‟ to focus on a‟ fertile question.‟ Interviews and Conferences: Teacher-student interviews
Through inquiry, students engage in processes that generate or conferences are productive means of assessing individual
feedback on their learning, which comes from multiple achievement and needs. Spandel and Stiggins (1990) stated
sources and activities (Takele, 2010). It contributes to the that during discussions, teachers can discover students‟
construction of other learning activities, lines of inquiry and perceptions of their own processes and products of learning.
generations of other questions. Students are at the center of According to Martin (1997), interviewing is one of the best
learning, monitor, assess, and reflect on learning and initiate ways to find out how much children have learned and how
demonstration of learning (to self and others). well they understand what they have learned. Conferences
Besides, the teacher plays a role as a coach and mentor in can be used more widely as part of the assessment and may
this model. Moreover, teachers and students need to take the form of a discussion between teachers and students
understand the purpose of each assessment strategy, so that about schoolwork (Gensee & Upshure, 1996). As Gensee,
the overall assessment „package‟ being used by learners and and Upshure (1996); and Martin (1997) pointed out,
teachers accurately captures and uses meaningful learning interviews and conferences are the truly authentic ways of
information to generate deep learning and understanding. obtaining information about learners‟ achievement and their
thinking. To attain this, open-ended and partially structured
2. Assessment Methods questions can be used.
The Portfolio Assessment: it must be more than just a Quizzes, Tests, and Examinations are parts of the
collection of student work to give a full picture of what the traditional mode of assessment. They are most often used for
learner has achieved (Puhl, 1997). It has also stated that assessing students‟ knowledge of content; nevertheless, they
portfolio-based assessment is an important means of may be used for assessing processes skills and attitudes,
individualized, student-centered evaluation. Portfolio (Struyven et al., 2002). According to Hayes (1997) quizzes,
assessment has the potential to improve the complex task of tests and examinations are used as assessment mechanisms
student assessment (Reece & Walker, 2003). More in combination with alternative methods of assessment these
specifically, portfolios are essentially different from other days. This shows paper and pencil tests and alternative

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 Journal of Education, Teaching and Learning
Volume 5 Number 1 March 2020. Page 8-20
p-ISSN: 2477-5924 e-ISSN: 2477-4878

methods of assessment complement each other. This enables understand their learners, plan and monitor instruction and
the teacher to have detailed, valid and reliable information establish a viable classroom culture. From these definitions,
about the students and the teaching-learning process. Most one could infer that continuous assessment is an assessment
often, quizzes and tests are part of the continuous assessment approach that involves the use of a variety of assessment
and examinations are part of the summative assessment. instruments, assessing various components of learning, not
Continuous Assessment: is a more formative means of only the thinking processes but including behaviors,
assessing learners that gives an opportunity for them to personality traits and manual dexterity. Continuous
improve their performance. It is used as a process of assessment will also take place over a period of time. Such
gathering and integrating information about learners shifting an approach would be more holistic, representing the learner
from a judgmental role to a developmental role (Puhl, 1997). in his/her entirety. It will begin with the decisions that the
Continuous Assessment is carried out at periodic intervals teachers perform on the first day of school and end with the
for the purpose of improving the overall performances of decisions that the teachers and administrators make on the
learners and of the teaching/learning process (Obioma, learners regarding end-of-year grading and promotion.
2005). Airasian (1994) defined continuous assessment as a
mechanism that shows the full range of sources and makes III. METHODOLOGY
teachers use to gather, interpret and synthesize information
about learners. Continuous assessment of learners‟ progress The design of this study was a descriptive survey
could be defined as a mechanism whereby the final grading involving both qualitative and quantitative method data
of learners in the cognitive, affective and psychomotor gathering methods. This method is preferred as it helps the
domains of learning systematically takes account of all their researchers to investigate the current practices and
performances during a given period of schooling. challenges about the issue under study. Further, the use of
Another definition (Airasian, 1994; Tesfaye, 2005) applying qualitative and quantitative methods
describe continuous assessment as an assessment approach simultaneously is to complement the weakness of one
which should depict the full range of sources and methods method by the other method.
teachers use to gather, interpret and synthesize information
about learners; information that is used to help teachers
A. Sample Size and Sampling Techniques
TABLE I
TOTAL POPULATION, SAMPLE SIZE, AND SAMPLING TECHNIQUE
S/N Sample CTE Population Name Population Sample Sampling Technique
1 Dambi Dollo CTE Regular student-teachers 1605 482 Systematic random
Teachers 61 61 Census
Dean and vice dean 2 2 Census
2 Shambo CTE Regular student-teachers 1026 308 Systematic random
Teachers 43 43 Census
Dean and vice dean 2 2 Census
3 Nekemte CTE Regular student-teachers 2000 601 Systematic random
Teachers 74 74 Census
Dean and vice dean 2 2 Census
Total 4815 1575
Key: CTE represents college teachers‟ education

interviews may provide the researchers with flexibility and

B. Data Collection Instruments to explore more deeply about the practices and challenges on
For this study, different data collection instruments: continuous assessment and the perception of teacher
questionnaire, interview, classroom observation and educators towards continuous assessment at the colleges.
document review were employed. Therefore, to get the additional information and strengthen
Questionnaire: Many scholars wrote about the the data obtained via questionnaires, the researchers
importance of the questionnaire to collect information from prepared a semi-structured interview of 5 items. The
respondents. Creswell (2012: 382) states that “questionnaire interview was held with deans and vice deans from each
is a form used in survey design that participants in a study college regarding the perception teachers, practices and
complete and return to the researchers.” It is a means of challenges of continuous assessment at the colleges.
eliciting beliefs and practices of individuals on the issue Classroom observation: Observation is a purposeful,
under study. In this study, the questionnaire was the main systematic and selective way of watching and listening to an
instrument to collect data from teachers and student-teachers. interaction or phenomenon as it takes place. There are many
Interviews: Semi-structured face-to-face interviews were situations in which observation is the most appropriate
used which allows for further probing of respondents‟ strategy of data collection. Observation helps researchers to
answers (Hayes, 1997). Semi-structured face-to-face get real behavior rather than elicit reports of preference or

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 Journal of Education, Teaching and Learning
Volume 5 Number 1 March 2020. Page 8-20
p-ISSN: 2477-5924 e-ISSN: 2477-4878

intended behavior in the form of self- report data (Yin, 2011; 15-15, 6-10, > 25 and 1-5 years of experiences respectively.
Creswell, 2012). The researchers used this tool to see how This implies that the majority of the participants have rich
teachers practice continuous assessment in practice in their experiences of teaching and learning activity.
classrooms. This enables the researchers to triangulate the Regarding teachers load per week, the majority of 153
response of the study participant with the real practices of (86%) of the teacher had less than 15 periods and 13 (7.3%)
continuous assessment. of participants had between 15-20 periods and the rest of the
C. Data Analysis participants have between 21-25 periods and above 25
periods per week respectively. This indicates the majority of
The document analysis started from the inception of the
college teachers have no overload period per week in their
review on Ethiopian education and training policies and
regular classes. Concerning the educational background of
practices. The primary focus was on recent documents
teachers, 28 (15.73%) teachers are first degree holders and
updated or originating on the Ethiopian teacher training
139(78.08%) of teachers are Master‟s Degree holders. The
system focusing on continuous assessment and the present
rest only 11 (6.17%) of them were diploma holders. This
practices and the significant changes or shifts in the teacher
clearly shows that the most teachers in the colleges are
training reform. The initial document analysis provided a
Master‟s Degree holders with respect to the educational
base understanding of the factors driving changes in
status and requirement to undertake their activities relevant
continuous assessment. All the collected data using
to the job offered at this level.
questionnaires and observation checklist were organized and
Furthermore, as shown in Table III, the student/class size
categorized to quantify numerically. Data generated from
reveals that majority 162 (91%) of the teacher participants
document review, interview and questionnaire were
opined that about 40-59 students follow their education in a
schematized while data generated from FGDs were narrated.
class while the rest 14 (7.9%) and 2 (1.1%) of them opined
Finally, the data from the three colleges of teachers
as about 60-79 and 30-39 students learn in a class
education were, triangulated against the policy documents to
respectively.
draw lessons. Final researchers‟ experiences led to draw the
As Table IV shows, the proportion of student-teachers
conclusion of the study and policy implications for future
sex was almost a balance since 706 (50.7%) and 685(49.7)
actions.
were males and females respectively. As Table IV indicated,
the age group of the student-teachers participants, about
IV. RESULTS AND DISCUSSION 395(28.3%), and 228 (16%) were range between 21-25 and
A. Presentation of the Findings 16-20 respectively. This shows that the majority of student-
teachers participants were between 21-25 years. Therefore,
As illustrated in Table II, concerning the sex of teachers
the age statistics imply that the college student-teachers are
participants, about 170 (95.5%) of them were males, whilst
dominated by the younger level.
8(4.6%) were female teachers who participated in the study.
As indicated in Table V, Item 1, about 8(4.5%) and 15
As the data of teachers shows that, there was a low
(8.4%) of teachers were responded daily and every two or
proportion of female teachers in colleges of teachers‟
three with the frequently practicing of continuous
education which contradicts Ethiopian Education Sector
assessment in their instruction. On the other hand, about 67
Development Program V (ESDP-V 2016-2020).
(33.7%) and 60 (15.7%) of teacher participants responded
Furthermore, Table II portrayed that teachers' service year
once in a semester and twice in a semester with the
were as follows: 61 (34.3%) of teachers were between the
frequently practicing continuous assessment in their
service year range of 16-20 and 40 (22.5%) of them were
instructions. Besides this questionnaire the response the
between the experience range of 21-25 years. As well as, the
interviewed college vice dean was given as follows:
remaining participants, 40(22.5%), 14(7.9%), 12(6.7%) and
1(0.6%) of teachers participants were between the range of
TABLE II
CHARACTERISTICS OF RESPONDENTS OF THE TEACHERS BY THEIR SEX, AGE, AND SERVICE
YEAR

Age Service year

Participants Total
15-Nov
10-Jun
5-Jan
16-20

21-25

26-30

31-35

36-40

41-45

46-50

15-20

21-25

>25

Sex

F - - 6 15 74 57 18 - 12 37 61 48 12 170
Male % - - 3.4 8.4 42 32 10 - 6.7 21 34 27 67 95.5
Teachers F 1 2 1 3 1 - 1 2 3 - 2 - 8
Female
% - 0.6 1.1 0.6 1.7 0.6 - 0.6 1.1 1.7 - - 0.6 4.6
Total - 1 8 16 77 58 18 1 14 40 61 50 12 178
Key: F= Frequency, %=Percentage

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Volume 5 Number 1 March 2020. Page 8-20
p-ISSN: 2477-5924 e-ISSN: 2477-4878
TABLE III
TEACHERS WORK LOAD, EDUCATION LEVEL, AND CLASS SIZE
Item F %
Teachers load per week less than 15 per week 153 86
15-20 per week 13 7.3
21-25 per week 6 3.4
more than 25 per week 6 3.4
Total 178 100
Educational qualification Diploma 11 6.17
First Degree 28 15.7
Master‟s degree 139 78.1
Total 178 100
Class size (class-student ratio) 30-39 students 2 1.1
40-59 students 162 91
60-79 students 14 7.9
Total 178 100
Key: F= Frequency, %=Percentage

TABLE IV
CHARACTERISTICS OF RESPONDENTS OF THE STUDENTS BY THEIR SEX, AND
AGE

Participants Age
Total
16-20

21-25

26-30

31-35
Sex
F 228 395 62 21 706
Male % 16 28.3 4.5 1.5 50.7
Students
F 291 384 - 10 685
Female % 21 28 - 0.7 49.7
Total 519 779 62 31 1391
Key: F= Frequency, %=Percentage

TABLE V
TEACHERS PRACTICE OF CONTINUOUS ASSESSMENT IN TEACHING LEARNING ACTIVITIES

5 4 3 2 1 Total
Items F % F % F % F % F % F %
Frequently practicing of
8 4.5 15 8.4 28 15.7 60 33.7 67 37.6 178 100
continuous assessment
How frequent do you use
classwork in the actual teaching 9 5.1 21 11.8 65 36.5 31 17.4 52 29.2 178 100
process
How frequently do you use oral
question in your class 59 33.1 67 37.6 33 18.5 10 5.6 9 5.1 178 100
How often do you use class
activity in your class 11 6.2 22 12.4 41 23 53 29.8 51 28.7 178 100
How frequent do you give
50 28 58 32.6 48 27 22 12.4 0 0 178 100
assignment to your students
How often do you use tests 53 29.6 62 34.8 35 19.7 13 7.3 15 8.4 178 100
How frequent do you use exams 51 28.7 59 33.1 43 24.2 25 14 0 0 178 100
Key: 5= Daily, 4 = every 2/3 days, 3= every week, 2=Twice in a semester, 1= Once in a semester, F= Frequency, %=Percentage

“In our college, there is the beginning of the practice

more effort and works.” (Vice dean W, Date,
of continuous assessment but it is not this much
02/03/2019)
satisfactory because there are students who have no
interest when they are assessed by continuous
One of the vice dean in college also strength the response
assessment. Especially, our college students did not of above as follows:
like to do assignments and home works. The “In our college, the practice of continuous assessment
commitment of our college teachers is also low and is more or less on a good condition and many of our
there is an overlook between our teachers. Due to this, college teachers practice it. But when I say in good
I can generalize that currently as our college the condition I do not mean that there is no limitation on
technique was not effectively practiced and it needs practice it. Because, there is degree of variation
between our college teachers on dedicating to practice
the program and there are factors that hinder them to

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Volume 5 Number 1 March 2020. Page 8-20
p-ISSN: 2477-5924 e-ISSN: 2477-4878

fully practice continuous assessment. The actual

practices of continuous assessment by our teachers
was somewhat limited by the teachers on using different
were; tests, quiz, oral question, individual and group assessment techniques to measure students‟ achievement.
assignment were the most commonly used assessment This means since continuous assessment involves the use of
methods at the end of each unit” (Vice dean E, Date, great values of modes of evaluation for the purpose of
08/03/2019). guiding and improving the learning and performance of
As indicated in Table V, item 2 above, about 9 (5.1%), students, the teachers are required to use different modes
21 (11.8%) and 65 (36.5%) of the participants responded effectively for the benefit of the learners.
daily, every 2/3 days and every week about the frequency of As indicated in Table V, most of the college teachers use
using classwork activity respectively and about 31 (17.4%) oral questions, assignments, tests, and exams as the most
and 52 (29.2%) of participants responded twice in a semester frequently used assessment technique. Therefore, from this
and once in a semester with frequently using classwork one can infer most of the College teachers make use of
activity in their classes. limited continuous assessment techniques rather than finding
As Table V item 3 shows, about 9 (5.1%), 10 (5.6%) and alternative methods to reach all the students. Supporting this,
33 (18.5%) of the participants responded once in a semester, Brown, Bull, and Pendlebury (1997) advised that if essays
twice a semester and every week with frequently using an are used as the only form of assessment, students writing
oral question in their sessions and about 57 (33.1%) and 67 may improve, but other skills may remain undeveloped. In
(37.6%) of the participants responded daily and every 2/3 the same way, NOE (2004) explained that evaluation of
days with frequently using an oral question in their sessions students‟ acquisition of knowledge and skills is an integral
to increase student-teachers participation and improve their part of the teaching-learning processes and continuous
learning. In the same way in above Table V, item 4 above, assessment is an assessment approach that involves the use
about 11 (6.2%), 22 (12.4%) and 41 (23%) of the of a variety of assessment instruments to assess various
participants responded as daily, every 2/3 days and every components of learning.
week with frequent use of class activity in their sessions and As Table VI describes the response by student-teachers
about 53 (29.8%) and 51 (28.7%) of the participants on the extent of continuous assessment practiced by their
responded once in a semester and twice in a semester with teachers in-class teaching, accordingly, item 1 describes 239
frequent use of class activity in their sessions to increase (17.2%), 197(14.2)% and 83 (5.9%) of the participants
student-teachers participation and improve their learning. responded 2-3 day, once in a semester and daily with a
As Table V item 5 shows, about 22 (12.4%) and 48 (27%) frequency of teachers gives classwork, while the rest 498
of teachers responded twice in a semester and every week (35.8%) and 374 (26.9%) of student-teachers were
with frequently giving assignments to their students and the responded as every week and twice in a semester with the
rest about 58 (32.6%) and 50 (28%) of participants frequency of teachers in conducting classwork in their
responded as every 2/3 days and daily with frequently giving colleges. As the Table VI item 2 shows, about 176 (12.7%)
the assignment to their students in their schools. The Table V and 73 (5.2%) of participants agree weekly and 2-3 day with
item 6 reveals, about 13 (7.3%), 15 (8.4%) and 35 (19.7%) teachers frequently giving practical activity for their students
of the participants responded twice in a semester, once in a and the rest about 685 (49.3%) and 457 (32.8%) of them
semester and every week with frequently using tests to were responded as once in a semester and twice in a
measure students learning performance respectively and the semester respectively with the idea.
rest about 62(34.8%) and 53 (29.6%) of the participants As shown in the Table VI item 3, about 249 (17.9%), 145
responded every 2/3 days and daily with frequently using (10.5%) and 73(5.2%) of student-teachers participants agree
tests to measure students learning performance. Similarly to twice a semester, daily and once in a semester with how
this idea, One of the college dean also strength the response frequently teachers give homework for students to
and point out that: strengthen their knowledge from their class and the rest
“Our teachers did not encourage student-teachers to 601(43.3%) and 323 (21%) of student-teachers participants
participate during teaching and learning and they teach were opined as every week and 2-3 day with how frequently
them without giving chance for students and they run teachers give homework for students. In the same Table VI,
fast to cover the portion only and our teacher gave
item 4, about 41 (3%) and 93 (6.7%) of students responded
tests and assignment many times, especially this year
our teacher was giving at least one tests per three week once in a semester and every 2/3 days with how frequent
and one assignment per a month. During this year our teachers ask their students an oral question and the rest 997
teachers used different assessment such as assignment, (71.6%) and 260 (18.7%) of student-teachers responded
quizzes, written tests and others instead of using single every week and once in a semester with how frequent
mid examination.” (Vice dean M, Date 05/03/2019) teachers ask their students an oral question to see and
From these participants, it is possible to deduce that even examine their understanding about the topic of their learning.
if college teachers use different assessment techniques there

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p-ISSN: 2477-5924 e-ISSN: 2477-4878

TABLE 8
STUDENT-TEACHERS PRACTICE OF CONTINUOUS ASSESSMENT IN TEACHING LEARNING ACTIVITIES

5 4 3 2 1 Total
Items F % F % F % F % F % F %
How frequent your teachers give you
class work in your class 83 5.9 239 17.2 498 35.8 374 26.9 197 14.2 1391 100
How frequent do your teachers give
- - 73 5.2 176 12.7 457 32.8 685 49.3 1391 100
you a practical activities
How frequent do your teachers give
you a home work 145 10.5 323 21 601 43.3 249 17.9 73 5.2 1391 100
How frequent do your teachers ask
- - 93 6.7 997 71.6 260 18.7 41 3 1391 100
you oral question in the class
How frequent your teacher observe
197 14.2 280 20.1 426 30.6 332 23.9 156 11.2 1391 100
your work
How frequent your teacher assess your
- - 176 12.7 270 19.4 426 30.6 519 37.3 1391 100
performance with project work
Key: 5 = Daily, 4 = every two or three days, 3 = every week, 2 = Twice in a semester, 1 = Once in a semester, F= Frequency,
%= Percentage

As indicated in Table VI item 5, about 280 (20.1%), 197 that the majority of teachers use similar assessment
(14.2%), and 156 (11.2%) of participants responded 2-3 day, techniques.
daily and once a semester with how frequent teachers Regarding continuous assessment, mark list was properly
observe the work of their students in the class respectively analyzed and important notes were taken from three colleges
and the rest 426 (30.6%) and 332 (23.9%) of participants of Teachers Education in 2011/2018/9 academic year and 36
responded every week and twice a semester with how achievement record sheets were investigated. The mark lists
frequent teachers observe the work of their students in the of continuous assessments contain a variety of assessment
class. On the same Table VI item 6 indicated that about 270 techniques like individual assignment, group assignment,
(19.4%) and 176 (11.9%) of student-teachers were quiz, test, mid-exam and final exam. According to Table VII,
responded as every week and 2-3 day with how frequently the teacher used only a few places of mark lists to fill
teachers assess student-teachers performance by giving students' marks. Table VII depicts that quiz, test, exam and
project work and the rest 519 (37.3%) and 426 (30.6%) of assignments are used as continuous assessment techniques in
student-teachers responded twice a semester and once a colleges of teachers‟ education. Document review was made
semester with how frequently teachers assess student- to validate or identify the consistency of the questionnaire of
teachers performance by giving project work. response with actual teachers practice given for the subject
One of the Vice dean in college E also strength the included in the study.
response of students and said that: Finally, the researchers observed that most of the
“Our teachers did not encourage students to participate
assessment formats were not appropriate to record every
during teaching and learning and they teach without
giving chance for students and they run fast to cover activity of the learners. Because, space given to assessment
the portion only. Again our teachers do not identify format was more convenient to record terminal assessment
the level of students and the measures students by i.e. are: test, quiz, mid-exam and final exam than different
preparing question which we are not learned in the types of assessment. From this one can conclude that the
class.”(Date 01/04/2014) majority of teachers use similar assessment techniques and
As a result of an analysis shows, the majority of student- they have the basic skill of recording and documenting
teachers confirmed that their teachers are not fully practicing students‟ continuous assessment achievement. The actual
the continuous assessment activities. From this one can infer practices of continuous assessment by teachers were; quiz,
test, exam, individual and group assignment were the most
commonly used assessment methods.
TABLE VII
ISSUES ANALYZED IN STUDENT MARK LIST FORMAT

Responses
Issues Analyzed Yes No Remarks
Is there observation in mark list format as a tool × None exist
Is there presentation in mark list format as a tool × None exist
Is there assignment in mark list format as a tool √ Exist
Is there project work in mark list format as a tool × None exist
Is there laboratory work in mark list format as a tool × None exist
Is there test in mark list format as a tool √ Exist
Is there quizzes in mark list format as a tool √ Exist
Is there exam in mark list format as a tool √ Exist

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Volume 5 Number 1 March 2020. Page 8-20
p-ISSN: 2477-5924 e-ISSN: 2477-4878
TABLE VIII
TEACHER‟S PERCEPTION TOWARDS PROBLEMS OF CONTINUOUS ASSESSMENT PRACTICES

SA A UD D SD Total
Items F % F % F % F % F % F %
Class size 63 35.4 55 30.9 916 34 19 10 5.6 178 100
Teachers negative attitude on CA 15 8.4 6 3.4 19
10.7 83 46.6 55 30.9 178 100
Shortage of time 22 12.4 109 61.2 31
17.4 4 2.2 12 6.7 178 100
Lack of awareness/knowledge 2 1.1 13 7.3 81
45.5 49 27.5 13 7.3 178 100
Shortage of teaching materials 11 6.2 31 17.4 51
28.7 71 39.9 14 7.9 178 100
Teachers workload 51 28.7 77 43.3 17
9.6 2 1.1 31 17.4 178 100
Low interest of students 48 27 52 29.2 27
15.17 25 14 26 14.6 178 100
Large instructional content 33 18.5 74 41.6 53
29.8 6 3.4 12 6.7 178 100
Lack of commitment among
teachers 42 23.5 48 26.9 34 19.1 30 16.8 24 13.5 178 100
Key: SA= strongly agree, A = Agree, UD = Undecided, D = Disagree, SD= strongly disagree, f= Frequency, %=Percentage

The data in Table VIII depicts major factors influencing exams when they were at secondary school. Hence,
the practice of continuous assessment in colleges of here at college level, when teachers tell them that they
teachers‟ education. had finished their evaluation out of sixty percent in the
Class size: to express deliberately how large class size classroom, they complain their dissatisfaction and
affects the practice of continuous assessment, about even sometimes they were seen to be shocked by the
63(35.4%) and 55(30.9%) of the teachers opined as strongly information from the teacher” (Dean M, Date,
agree and agree with class size problem. Related to this idea, 05/03/2019).
One of the college vice dean said as follow: The majority of respondents accepted that low readiness
“It is very difficult to manage more than 50 students of students influenced teachers not to fully practice
in a single class and come up with an effective practice continuous assessment as effectively as possible.
of continuous assessment. Had there been less number Teachers workload: Table VIII item 6 indicated, about
of students, it would have been manageable for 17 (9.6%) of them also responded as undecided about
continuous assessment to be fully practiced.” (Dean E, teachers workload as a problem affecting continuous
Date, 08/03/2019) assessment practice in their colleges respectively and about
In connection with this idea, Hayes (1997) contended 77 (43.3%) and 51(28.7%) of the teachers confirmed that
that the problem of large class size is very serious to assess agree and strongly agree with teachers workload as a
student‟s classwork and homework. Similarly, Ellington and problem affecting the practice of continuous assessment in
Earl (1997) and Papworth (2005) indicated that large class their classes. In line with this, one of the interviewed college
size is the most limiting problem that affects the dean points out:
implementation of continuous assessment. “Our teachers are offering many different courses per
Shortage of time: Table VIII indicates that about semester. Most of our college teachers teach more than
109(61.2%) and 22(12.4%) of participants opined as agree four courses, especially, Education stream and
and strongly agree on a time constraint as continuous language stream have load of different courses. In
assessment practice. Regarding this, one of the interviewed addition to this teachers are doing practicum,
vice dean points out: involving in different committees, teaching night and
“Teachers are offering many different courses per weekend program. Therefore, they run in shortage of
semester. Furthermore, they are expected to complete time to practice continuous assessment successfully.
the course from which they are assigned to offer As a result, it is easy to imagine how challenging them
according to the schedule given to them by the office each course through continuous assessments” (Dean
of the registrar. In additional to this they are doing W, Date, 15/03/2019).
practicum part I up to IV and they are correct Large instructional content: Table VIII item 8 indicated
practicum portfolio and take reflection. This makes about 33(18.5%) and 74 (41.6%) of teacher participants were
them busy” (Vice dean W, Date, 02/03/2019). opined as strongly agree and agree with large instructional
The interest of students: As could be observed from content as a problem affecting the practice of continuous
above, the majority of participants had the perception that assessment. Regarding this, one of the interviewed vice dean
time was one of the constraints above Table VIII item 8 points out:
indicated about 48(26.96%) and 52 (29.21%) of teacher “The credit hour given and subject content is
respondents were opined as strongly agree and agree with mismatched in many courses and teachers are not
low interest of students as a problem affecting the practice of covering the portion of lesson on time. For this reason
teachers are run for cover of portion rather than
continuous assessment. College Dean had the following to
practice continuous assessment” (Vice dean M, Date,
say regarding the low interest of students: 04/03/2019).
“Most student-teachers are not familiar with the newly
In line with these facts, the most commonly mentioned
developed continuous assessment program. They were
accustomed to taking mid, final and national entrance challenge to implement continuous assessment is insufficient
time allocation for the course.

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 Journal of Education, Teaching and Learning
Volume 5 Number 1 March 2020. Page 8-20
p-ISSN: 2477-5924 e-ISSN: 2477-4878

Lack of commitment among teachers: According to agree and strongly agree with teachers' workload as a
Table VIII, about 48(29.96%) and 42(23.59%) of problem affecting the practice of continuous assessment in
participants very claims as agree and strongly agree with their classes.
lack of commitment among teachers as a problem affecting Accordingly, most of the student-teachers confirmed that
continuous assessment practice in their learning activities. Class/student size, shortage of time, and a heavy workload
In line with this, One of the college vice dean said as were identified as a major problem affecting the practice of
follow: continuous assessment in their colleges. Accordingly, most
“Currently the criteria for promotion, transfer and
training are not clear for many of teachers. Someone
of the student-teachers confirmed that Class/student size,
can be given a better position because of friend ship or shortage of time, and a heavy workload were identified as a
long years of teaching experience while there are major problem affecting the practice of continuous
teachers who have shown a high level of efficiency assessment in their colleges.
and performance in teaching. This makes them less College vice dean had the following to say regarding the
committed” (V W, Date, 02/03/2019). challenges of continuous assessment:
It can be concluded that class size, shortage of time, the “The teachers have the necessary skills of recording
interest of students, teachers workload, large instructional and documenting students‟ continuous assessment
content and lack of commitment are among teachers are the achievements. But the main problem is a large
major factors that influence the practice of continuous numbers of students in the class, Shortage of time,
assessment in the college of teachers' education. high loads of many courses and low interests of
students are an obstacle to practice continuous
As revealed in Table IX, the majority of participants assessment properly” (Vice dean E, Date, 08/03/2019).
345(24.6%) and 570(41%) participants responded agree and Generally, According to the data processed the most
strongly agree with class size problem. Table IX item 3 serious factors affecting the practicing continuous
indicated, about 249 (17.9 %) and 654 (47%) of student- assessment are: class size, Shortage of time, Low readiness
teachers responded agree and strongly agree that time of students, Teachers workload, Large instructional content
constraint is one of the problem impacts of the practice and Lack of commitment among teachers were the major
continuous assessment. In the same manner, about 353 factors that influence the practice of continuous assessment
(25.4%) and 405 (29.1%) of student-teachers responded in their learning activities.
TABLE IX
STUDENT-TEACHER‟S PERCEPTION ON CONTINUOUS ASSESSMENT PRACTICES

5 4 3 2 1 Total
Items F % F % F % F % F % F %
Class size 343 24.6 570 41 125 9.0 322 23.1 31 2.2 1391 100
Teachers attitude on CA 52 3.7 187 13.4 882 63.4 218 15.7 52 3.7 1391 100
Shortage of time 654 47 249 17.9 114 8.2 218 15.7 156 11.2 1391 100
Knowledge problem 145 10.4 21 1.5 207 14.9 436 31.3 581 41.8 1391 100
Education aid problem 197 14.2 93 6.7 561 40.3 343 24.6 197 14.2 1391 100
Problem of teachers insufficient 342 24.6 125 9 52 3.7 478 34.3 394 28.4 1391 100
preparation
Heavy work load of teachers 353 25.4 405 29.1 197 14.2 208 14.9 228 16.4 1391 100
Lack of support from college for 322 23.1 218 15.7 561 40.3 145 10.4 145 10.4 1391 100
teachers
Key: 5= strongly agree, 4 = Agree, 3 = Undecided, 2 = Disagree, 1= strongly disagree, F= Frequency, %=Percentage.

program can succeed only if teachers accept it. If teachers do

B. Discussion not accept the philosophy of this program, it is clear that it is
1. Teachers’ Perception towards Continuous Assessment not possible to implement the program. Accordingly,
The finding revealed that teachers have positive Teshome (2001) strengthens this idea and suggested that
perceptions and understanding of continuous assessment. teachers must understand the assessment process, feel secure
The finding from this study is similar to that of Temesgen about it, and accept it as their own for its effective
(2017) finding on the teachers‟ perception and practices implementation.
towards continuous assessment that states teachers‟ have The result obtained from the interview of deans and vice
positive perceptions and understanding about continuous deans shows that teachers have the basic skill of recording
assessment. In relation to this, Teshome (2001) suggested and documenting students' continuous assessment
that teachers‟ knowledge and attitude should be considered achievement. Most of them also accepted that teachers prefer
for effective implementation of the assessment program. continuous assessment than mid-exam and final exams. In
According to the response obtained from questionnaires of addition to this, most of the respondents accepted and
teachers and interviews of deans and vice deans, most the believed that continuous assessments are necessary to
teachers have positive perceptions and understanding about increase the academic achievement of students, solve
continuous assessment. A new continuous assessment students learning problems, and continuous assessment use

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 Journal of Education, Teaching and Learning
Volume 5 Number 1 March 2020. Page 8-20
p-ISSN: 2477-5924 e-ISSN: 2477-4878

uses a variety of assessment techniques. In line with this, practices of continuous assessment are: class size, Shortage
Linn and Miller (2005: 26) state that continuous assessment of time, the interest of the students, Teachers workload, large
is a general term that includes the full range of procedure instructional content and lack of commitment among
used to gain information about students learning teachers.
(observation, rating of performance, or projects, paper and Class size concerns with learning to occur positively
pencil tests) and the formation of value judgment concerning when lessons are under appropriate conditions both for the
learning progress. teacher and students. Similarly, Hayes (1997) contended that
2. Practices of Continuous Assessment the problem of large class size is very serious to assess
This study also came up with findings that are consistent student‟s classwork and homework. Teachers who teach
with other previous research findings contrary to that of many students in overcrowded classrooms often say that it is
(Getinet, 2016; Berihu, 2016; Temesgen, 2017) that certainly not suitable to provide activities for such classes. In
indicates that there was the low practice of continuous line with this, Tesfaye (2005) state that teachers commonly
assessment in colleges of teachers education. In this study, complain that the class-size is hampering their attempt at
the results concerning the current practice of continuous practicing continuous assessment and recording each and
assessment suggest that it is possible to deduce the hardly every student‟s performance. The study shows that there are
possible way of continuous assessment practices in the poor classroom conditions which not suitable to practice
College of teachers education e. Finding obtained from continuous assessment in the classroom. The data gathered
teachers and students shows that the teachers used a few from the questionnaire and interview shows that the numbers
types of continuous assessment tools such as assignments, of students in the class are large and so it is difficult to
quizzes, tests, mid and final exams are dominating the rest. evaluate, manage, and practice continuous assessment as an
Moreover, the findings revealed that most of the teachers intended whole.
used a similar continuous assessment. In spite of this, it was Concerning challenges of continuous assessment, most
found out that assessment methods most frequently used of the respondents of teachers were also accepted class size,
were an assignment, quizzes tests and final examination. Shortage of time, Low interest of students, Teachers
These findings agree with (Birhanu, 2016) who found out workload, Large instructional content and Lack of
that teachers do not use various assessment methods to commitment among teachers were the major factors that
check the pupil‟s mastery of the desired knowledge, skills influence the practice of continuous assessment in their
and attitudes, but rather focuses mostly on written tests and learning activities. In addition to this, interviews of deans
homework. and vice deans results also showed that class size, Shortage
Results from the observation checklist also indicated the of time, Low interest of students, Teachers workload, Large
majority of teachers were not familiar to use oral questions, instructional content and Lack of commitment among
using a variety of continuous assessment tools, giving teachers were the major factors that affecting the practice of
information about continuous assessment, encourage continuous assessment in their colleges.
students to assess their own work and others' work. In According to Abera (2012) observed that teachers fail to
addition to this, the interview and the document analysis use continuous assessment in the classroom due to the
result as well showed that teachers mostly used assignments, following challenges. These are: a) large class size, b) lack
quizzes, tests, and exams. But, project and fieldwork were of commitment and c) broad course content. Successful
not used as tools of assessment. In line with this, Getinet implementation of continuous assessment demands more
(2016) observed that the actual practices of continuous work time and responsibility on the part of teachers. As
assessment by teachers were; exams, tests, quiz, individual could be observed from the data, the participants had the
and group assignments were the most commonly used perception that time was one of the constraints which
assessment methods at the end of each unit. This finding influenced them not to fully implement continuous
indicates that instruments for assessing the cognitive domain assessment as effectively as possible. Among the factors that
were highly used by the teachers and they are most often were identified hindering the implementation of continuous
used for assessing students‟ knowledge of content. assessment is the lack of commitment by teachers. From the
The instruments for assessing the affective and data gathered from the dean and vice dean complaining
psychomotor domains were less used. This was not satisfied teachers are over-loaded with many courses. As a result,
with the definition of continuous assessment as stated by teachers are expected to complete the course from which
(Obioma, 2005). Regarding this, Quansha (2005: 2‐3) found they are assigned to offer according to the schedule. This
that the current continuous assessment system no attention is makes teachers focus on chapter cover than the use of
given to project work, which is the most important learning continuous assessment.
medium that allows pupils to take an active part in their own
learning. V. CONCLUSIONS
Based on the above findings of the study, the following
3. The Major Factors that Influence the Practices of
conclusions were drawn:
continuous assessment
1. Continuous assessment practice at Teacher Education
The study revealed that the major factors affecting the Colleges in Western Oromia region of Ethiopia is
ineffective and null practiced.

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 Journal of Education, Teaching and Learning
Volume 5 Number 1 March 2020. Page 8-20
p-ISSN: 2477-5924 e-ISSN: 2477-4878

2. The study also revealed that though college teachers Hayes, D. (1997). Helping Teachers to cope with Large
exhibited positive perception, because of weekly Classes. ELT journal, 51(2).
workload unable to implement or practice continuous Ipaye, T. (1982). Continuous Assessment in Schools (With
assessment. Some Counseling Applications. Ilorin: Ilorin
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time, teachers workload, the low interest of students, Lewis, A. C. (1997). Changing assessment, changing
large instructional content, and lack of commitment curriculum. Education Digest.
among teachers as the major factors hindering the Linn, R. L., & Miller, M. D. (2005). Measurement and
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education. River, NJ: Merrill/PrenticeHall.
Madaus, & Kellagan, (1993). Basic Concepts of Continuous
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