Continuous Assessment Perception of Madda Walabu University Instructors, South East Ethiopia

Abstract

Background: Continuous Assessment is a vital instrument for enhancing teaching and learning in higher educational institutions. Assessment practices of the instructors are likely to be influenced by their perceptions about assessment. The purpose of this study was to assess continuous assessment perception of Madda Walabu University Instructors.

Method: A cross-sectional descriptive survey method was employed. The participants of the study were 225Madda Walabu University instructors, were chosen by using a simple random sampling technique. Questionnaire consisting of closed and open ended questions was used as the main data gathering tool. The analysis employed SPSS.21 to calculate frequency and ANOVA.

Results: The findings of the study revealed that teachers have positive perception towards continuous assessment. However, the computed one way ANOVA revealed that there was a statistically significant difference in continuous assessment perception, F (2,221), =25.029, P<0.05 among teachers, in relation to educational qualification. First degree holders have little experience of teaching and their perception towards continuous assessment is lower, compared to PhD and Master degree holders. Moreover, different institute/college/school have different levels of perception.

Conclusion: Finding of the study showed that teachers have positive attitude towards continuous assessment. However, absence of middle semester level assessment policy, and negligence of assessment were found to be the major problems related to continuous assessment implementation. It is recommended that every action that could be taken to improve the status of continuous assessment in the university must follow the consensus of teachers. Improving perception of teachers towards continuous assessment through workshops, seminars and training programs helps to attain quality of education.

Keywords: Continuous Assessment, Teachers’ Perception, Higher Education

DOI: 10.7176/JEP/10-4-01