An Analysis of the Status of Continuous Assessment in Three Colleges of Wolaita Sodo University

Abstract

The purpose of this study was to analyze the major factors for the ineffective implementation of continuous assessment and poor performance of students. Hence, inorder to realize this overriding purpose, all the 3^rd year senior students from colleges of engineering, natural and computational sciences, and Health and Medicine, instructors of these colleges were used as target population. Samples of 60 students and 45 instructors were selected using simple random sampling technique and purposive sampling respectivel , and observation of documents on the student assessments were used for analysis. Both qualitative and quantitative methods for data collection were employed and also the descriptive survey was employed. Open-ended and close-ended questionnaire and documents were used for data collection. Frequency counts and percentages were employed for analysis of quantitative data and qualitative data through open-ended questionnaire were narrated and used to support that of the quantitative one. The findings showed that there was a high gap of knowledge regarding the importance of continuous assessment on the parts of majority of instructors, leaders and students, and lack of commitment on the part of leaders as well were some of the major problems. Moreover, there were no programs and plans on the part of leaders at different levels to follow-up the continuous assessment along with other reasons. Hence, it was concluded that there was both competence and commitment problems on the part of leaders, instructors, and students as well. Therefore, it was recommended that sufficient orientation from the outset should be given to instructors, leaders, and students as well about the importance of continuous assessment; and all the necessary facilities should be availed to both the learners and instructors. Moreover, the policy regarding mode of delivery of the modules and regarding the clarity of assessment weights should be revised and made clear for all.

Keywords: continuous assessment, educational assessment, student performance, quality education

DOI: 10.7176/JEP/13-10-02

Publication date: April 30^th 2022