English Language Teachers Beliefs, Practices and Challenges of Continuous Assessment: Some Selected Public Secondary Schools in Arba Minch town; Gamo Zone in Focus

Abstract

The main objective of this study was to investigate English language teachers' beliefs, practice and challenges of continuous assessment. The participants of the study were Grade 9 and 10 English language teachers. Thirty-one English teachers took part in this study. The participants were selected using comprehensive sampling technique. This descriptive survey study utilized quantitative and qualitative methods to collect and analyze the data. The study used instruments such as questionnaires, interview, daily lesson plan, and assessment checklist. The findings indicated that the teachers had strong beliefs about continuous assessment, they attempting to implement continuous assessment with limitations due to challenges related to teachers themselves, students and school administrations and the relationship between the teachers' beliefs and their actual continuous assessment practices was positive statistically. The data obtained through triangulation indicated that teachers demanding to put their beliefs into practice, however they have faced challenges. Therefore, it is suggested that to overcome the challenges, supportive materials, serious follow up and professional support for novice teachers, and training directed to continuous assessment are critical.