The Implementation of Continuous Assessment in Writing Classes the of Jimma College of Teachers Education

Abstract

The main objective of this study was to assess the implementation of continuous assessment in Jimma College of Teachers Education EFL writing classes. More specifically, it was intended to assess the extent to which the techniques, grading frame of reference, frequency and types of feedback provisions were being  implemented in the College. It was also intended to identify the possible challenges that may hinder the process. To conduct the study, a mixed method design was employed. The data were collected from 40 student-teachers and 10 EFL teacher-educators of the college through questionnaire, interview and classroom   observation. The findings of the study revealed that continuous assessment activities were being practiced. Nevertheless, it was found that there are a lot of gaps  the research participants are required to fill: almost only quantitative type of feedback is provided even within unfair time interval; there is high influence of the   summative tests over variety of assessment procedures; almost only norm-referenced grading frame of reference, which is the typical nature of summative tests was used to grade students’ performance. Finally, the study concludes by suggesting ways in which these gaps can be filled.

Key words: Continuous assessment, Formative assessment, Summative assessment, Feedback, Assessment techniques