Improving Implementation of Formative Continuous Assessment at College of Agriculture, Wolaita Sodo University, Ethiopia

Abstract

Ethiopian Ministry of Education has designed different types of curriculums from elementary to higher educational levels, and policies how students should be evaluated for best grade score and/or to produce skilled human resources, but teachers evaluation system does not yet fully address the policy. The aim of this study was to evaluate teachers’ and students’ attitude towards formative continuous assessment and to take an action to raise their attitude. Twenty one lecturers and one hundred five second year students from all seven departments under College of Agriculture were selected as respondents. For the purpose of evaluating teachers’ and students’ attitude towards formative continuous assessment, 12-item question (both before and after interventions) on a Likert Scale was given. Accordingly, the overall percentage of incorrect answers were accounted 64% from teachers and 66% from students, which implies that more than half of the respondents have negative attitude towards formative continuous assessment and its implementation. Lack of awareness and positive attitude towards formative continuous assessment, inadequate teaching-learning facilities, large number of students per class, lack of motivation, lack of smooth relationship between students and teachers were some of the common issues that were reflected as factors which affects formative continuous assessment implementation during focus group discussions. Based on the results from the initial questions and focus group discussions, a refresher and awareness training was given to both teachers and students to raise their attitude. After all the actions, 12-item questions (exactly the same as the initial questions) were given again to the same size of respondents. For this reason, the overall percentage of correct answers were 66% from teachers and 68% from students, which showed that majority of the teachers and students have positive attitude towards formative continuous assessment and its implementation.

Keywords: Attitude, formative continuous assessment, intervention, Wolaita Sodo University.