Author: Minwuyelet Andualem Desta1
1 College of Social Science and Humanities, Department of English Language and Literature, Debre Tabor University, Ethiopia
Abstract: The purpose of this study was to assess perceptions and practices of continuous assessment in English focus EFL writing classes. The participants of the study were 5 teachers and 120 students at Debre Tabor secondary and preparatory school. Multiple instruments that included questionnaire, interviews, observation, and document analysis were used to gather data. The findings indicated that the grade 9 EFL teachers didn’t have positive perceptions, and they didn’t properly practice CA in their school. Although there are various assessment techniques in assessing writing skills, a few of them were only practiced in the writing classes, and, with regard to the provision of feedback, teachers did not properly provide feedback to students in teaching and learning of writings. Besides, there was a gap in practicing CA in writing classes is that, lack of teachers’ perceptions on CA, large class size, shortage of time, and lack of teachers’ materials/manuals and the like. Finally, it was recommended that teachers & students be given training on CA, and the concerned bodies provide the availability of prepared materials, and should frequently organize work shop for serving teachers on the perception & practice of CA for its effective utilization in school.
Keywords: Feedback, Continuous Assessment, Continuous Assessment Techniques, Perceptions, Practice
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International Journal of Social Sciences & Educational Studies
ISSN 2520-0968 (Online), ISSN 2409-1294 (Print), June 2019, Vol.6, No.1