The Impact of Continuous Assessment on Students' Conceptual Understanding in Mathematics: A Case of Neqsege Secondary School, South Tigray

Abstract

This study examined the impact of Continuous Assessment (CA) on mathematics conceptual understanding at Neqsege Secondary School in Ethiopia, utilizing a mixed-methods survey of 144 students, five teachers, and administrators. While both teachers and students positively perceive CA as a fair and motivational tool that deepens understanding through regular engagement, formative feedback, and critical thinking, a severe implementation gap undermines its potential. Systemic challenges-including critical resource shortages, large class sizes, excessive teacher workload, and student absenteeism-compromise the consistent delivery of high-quality feedback, which is essential for CA’s formative function. The study concludes that CA's developmental impact is stifled by these contextual realities, recommending targeted resource allocation, teacher training, innovative practices, and contextualized policymaking to bridge the persistent gap between pedagogical mandate and practical execution.