THE IMPLEMENTATION PROCESS AND CHALLENGES OF CONTINUOUS ASSESSMENT IN MATHEMATICS LEARNING: THECASE STUDENTS OF HIGH SCHOOLS IN MAICHEW, TIGRAY

Abstract

The purpose of this study was to investigate the current implementation process and challenging of continuous assessment at two high schools in Maichew. Descriptive survey research method was employed. Teachers (n=08), students (n=215), school directors and vices (n=4), and supervisor (n=1) participated in the study. Students were selected using simple random sampling technique whereas the teachers, principals and supervisors were included by using availability sampling technique. Questionnaire, interview, observation, and documents were used as data collection instruments. The collected data were analyzed by using percentages and statements. The major findings of this study include less attitude and knowledge towards CA strategies, very weak document handling and poor record keeping of teachers and learners' dependency on teachers while continuous assessment takes place. In addition, it indicated that there was improper application of many assessment techniques by teachers. The study also found that large class size, inadequacy of school infrastructure, and weak follow up and continuous assessment. School based trainings for teachers, adequate and updated manuals, continuous follow up, support and immediate feedback on the learners.CA implementation, and fulfillment of school infrastructures are suggested as potential solutions to the proper implementation of CA. The study also explored that large class size, time constraint, lack of adequate instructional materials, lack of knowledge on the usage of different assessment techniques, poor communication of teachers on CA implementation, lack of proper supervision, lack of uniform and consistent CA result recording habits among teachers, lack of commitment and beliefs of teachers, school facilities, and the support and encouragements from schools administration were the major challenges of the implementation of CA in mathematics education.