The Perception and Practice of EFL Primary First Cycle Teachers on Continuous Assessment: The Case of Borena and Guji Zones

Abstract

The purpose of this study is to assess the perception and the practice of EFL primary teachers on the continuous assessment. The study was conducted at Guji and Borena Zones in Oromia Regional state. In the study, the grades 1-4 English teachers were used as target population of the study. The descriptive survey research design was applied, and questionnaire, semi-structured interview and document analysis were used as data gathering instruments. From both zones, 20 primary schools were selected randomly by using simple random sampling methods. From each school, four English teachers were selected purposively, and then questionnaire was administrated for 80 teachers whereas semi- structured interview prepared for only eight teachers purposively. By using developed checklist, the continuous assessment mark list used by English teachers was analyzed in order to check whether they use various styles and/or different types of continuous assessment in their teaching and learning process. All the data that gathered from questionnaire, semi-structured interview and document analysis were analyzed thematically to make it triangulate.  The results of the study from all data revealed that the teachers’ perception and practice of continuous assessment at primary schools is positive.  Even though teachers see themselves positively in terms of continuous assessment, the multi-sources of data evidenced that there are myriad of problems that impede them from applying it as their plan. Among these negative factors some of them are: large classroom, shortage of time, interference of external body, viz, principals, the expert from educational bureau, and teachers’ family related problems. The study then concludes that the perception and the practice of EFL primary teachers on continuous assessment is positive despite some problems hindering them from applying it appropriately.

Keywords: Continuous Assessment,   perception, practice, EFL primary teachers