Implementation of Continuous Assessment and Its Effectiveness in Adwa College of Teacher Education, Ethiopia
International Journal of Education, Culture and Society
Volume 1, Issue 1, August 2016, Pages: 16-22
Received: Jun. 27, 2016; Accepted: Jul. 8, 2016; Published: Jul. 28, 2016
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Author
Berihu Asgele Siyum, Department of Social Science, Adwa College of Teacher Education, Adwa, Ethiopia
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Abstract
The main purpose of this study was assessing the implementation of continuous assessment and its effectiveness in Adwa College of Teachers Education. The study explored the effective implementation of continuous assessment based on the format of college and implementation difference among departments. Moreover, the mark score difference among subjects and mean score among group work, individual work, short test, mid exam and final exam were explored. The study employed census method to achieve the purpose of the study because the population was manageable. Questionnaire and document analysis were employed as an instrument. Data from questionnaire were collected from 52 instructors. Mark lists from all sections or subjects were collected and analyzed it through t-test in order to analyze the mean difference of marks among subjects and among techniques of continuous assessment. Almost all teachers gave individual and group assignment to their students but students did not reflect their individual assignment because of time shortage. Even though students reflect their group assignments, teachers are less satisfied with the answers provided by the group members. The main factors that impeded teachers to implement continuous assessment effectively are large class size, shortage of time and low readiness of students. Based on the paired sample t-test result, the significant value of individual work and all exams (short test, mid exam and final exam) is 0.000. Moreover, the significant value of group work and all exams (short test, mid exam and final exam) is 0.000. This indicated that there is significant difference between the mean gained from individual work and exam or group work and exam. However, the significant value of short test with mid exam and mid exam with final exam is 0.249 and 0.723 respectively. This indicated that there is no significant difference between the mean of short test and mid exam, and mid exam and final exam. The significant value of practicum and other subjects is 0.000. Therefore, there is significant difference between practicum and other subjects. The average grade of practicum based on this study is “A-” while other subjects are “B+”. Therefore, department heads should watch the mark list of their teachers critically early and they should make serious follow up on the individual and group assignments provided by teachers.
Keywords
Continuous Assessment, Effectiveness, Implementation, Adwa College
To cite this article
Berihu Asgele Siyum, Implementation of Continuous Assessment and Its Effectiveness in Adwa College of Teacher Education, Ethiopia, International Journal of Education, Culture and Society. Vol. 1, No. 1, 2016, pp. 16-22. doi: 10.11648/j.ijecs.20160101.14
Copyright
Copyright © 2016 Authors retain the copyright of this article.
This article is an open access article distributed under the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/) which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
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