Examination of the Extent to which Continuous Assessment is implemented in English Classes at Gesuba preparatory School

Abstract

The aim of this study is to examine the extent to which continuous assessment is implemented in English classes at Gesuba preparatory School. The study employed both qualitative and quantitative methods. Data were gathered from 40 sample students who were nearly 25% of the total population of 164 grade eleven students in the school. The sample students were selected using simple random sampling technique. The instruments used for data collection were a questionnaire, interview and classroom observation. Data analysis as done through tabulations methods, frequency distributions and percentage. The finding of the study exposed that teachers were not employing continuous assessment techniques effectively in English classes. The teachers‟ uses of various continuous assessment strategies were somewhat low. They were applying it sometimes and even rarely in the class. The study recommends that it is important to familiarize sufficiently the purpose of continuous assessment strategies to teachers and students, how they should approach it so as to make continuous assessment techniques effective. The findings of this study will be of great significance toteachers as it will help them to know the benefit of implementing continuous assessment for the quality of education and help learners to know how continuous assessment improve learners‟ knowledge and develop skills