An Investigation of Grade 9 English Language Teachers’ Awareness and Practices of Continuous Assessment in Reading Classes: The Cases of Abdi Bori and Gore High Schools

Abstract

Abstract The central intention of this research was to investigate grade 9 English language teachers’ practice of continuous assessment (CA) in reading classes of two secondary schools which are found in Ilubabor Zone, namely, Abdi Bori and Gore High Schools. To attain this objective, a descriptive survey research method was employed. The sample consisted of 7 grade 9 English language teachers and 366 students drawn from 1461 grade 9 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 reading 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 reading skills, a few of them were only implemented in the reading classes, namely tests and quizzes, group assignment and think aloud predominantly. Furthermore, the finding of the study indicated that large class size and high teaching loads were identified as the main impeding factors of the implementation of CA in their reading classes. Thus, based on the findings of the study, recommendations are forwarded to alleviate the aforementioned problems in the schools under study. Key terms: Continuous Assessment, Practice, Feedback, Implementation