Practices and challenges of continuous assessment in colleges of teachers’ education in the west Oromia region, Ethiopia

Authors

  • Teklu Tafase Olkaba Jimma University P.O. Box 395, Nekemte, Ethiopia, Ethiopia https://orcid.org/0000-0002-9588-3453
  • Gemachu Oli Bongase Graduate student College of Education and Behavioral Science, Ethiopia

DOI:

https://doi.org/10.15587/2519-4984.2020.196346

Keywords:

Continuous Assessment, College Students, College Teachers’ Education, Evaluation, Standardized testing

Abstract

The main purpose of this study was to investigate the practices and challenges of continuous assessment in colleges of teachers’ education in the western Oromia region. For this study, the researchers selected three colleges teachers’ education, purposely based on job experience. The researchers selected Nekemte, Dembi Dollo and Shambo colleges teachers’ education from well, medium, lower experienced respectively. Descriptive survey design involving both qualitative and quantitative approaches was employed. 134 student-teachers and 178 college teachers were selected and participated in the study. The quantitative data was collected through the questionnaire and observation checklist and analyzed using frequency and percentage, whereas, the qualitative data interview and document analysis were analyzed using narrative form and interpretative way. The finding of the study revealed that the extent of practicing continuous assessment in class is low. The study also showed that teachers have positive perception toward continuous assessment and they accepted continuous assessment as important to improve the achievement of learners. The finding disclosed that a large class size, shortage of time, teachers’ work load, low interest of students, large instructional content, and lack of commitment among teachers as the major factors are hindering the practice of continuous assessment in colleges of teachers’ education.The researchers recommend that educational authorities and stockholders should make effort to a manageable number ofstudents’ per class, College administrators should allow teachers to cover the minimum workload than over loading above the standard, set for college of teachers’ education

Author Biographies

Teklu Tafase Olkaba, Jimma University P.O. Box 395, Nekemte, Ethiopia

PhD, Assistant Professor

Comparative and International Education

College of Education and Behavioral Science

Gemachu Oli Bongase, Graduate student College of Education and Behavioral Science

Jimma University

Dambidoollo College of Teachers Education

‎P.O. Box 395, Nekemte, Ethiopia

References

  1. Transitional Government of Ethiopia, TGE (1994). Education and Training Policy. Addis Ababa.
  2. MoE (1994). Education and Training Policy. Addis Ababa: Educational Materials Production.
  3. Brown, G. T. L. (2004). Teachers’ conception of assessment: implementation for policy and professional development, university of Auckland, New Zealand. Assessment Education, 11 (3), 301–318. doi: http://doi.org/10.1080/0969594042000304609
  4. Teshome, D. (2001). Assessment of pupils’ achievement in the teaching English: Training and practice in focus. The Ethiopian Journal of Education, XXI (1), 25–40.
  5. USAID/BEP (2006). A concise manual for developing and implementing continuous assessment in teacher education institutions and primary schools of Ethiopia. Addis Ababa: Academy for educational Development (AED) in consortium with Ministry of Education (MOE).
  6. Apple, M., Shimo, E. (2004). Learners to Teacher: Portfolio Please! Perceptions of Portfolio Assessment in EFL Classroom. Available at: http://hosted.jalt.org/pansig/2004/HTML/AppleShimo.htm
  7. Ellington, H., Earl, S. (1997). Making Effective Use of Continuous assessment and Portfolios.
  8. Brown, S., Knight, P. (1994). Assessing Learners in Higher Education. London: Routledge Flamer. doi: http://doi.org/10.4324/9780203062036
  9. Livingston (2001). Taking Teacher Educators Forward: Ten Steps towards Quality-A report. TEMSD: MOE.
  10. Getinet, S. (2016). Assessment of the Implementation of Continuous Assessment: the case of METTU university. European Journal of Science and Mathematics Education, 4 (4), 534–544.
  11. Greaney, V., Kellaghan, T. (2001). Using Assessment to Improve the Quality of Education. Paris International Institute for Educational Planning, 98.
  12. Ertmer, P. A., Newby, T. J. (1993). Behaviorism, Cognitivism, Constructivism: Comparing Critical Features from an Instructional Design Perspective. Performance Improvement Quarterly, 6 (4), 50–72. doi: http://doi.org/10.1111/j.1937-8327.1993.tb00605.x
  13. Ipaye, T. (1982). Continuous Assessment in Schools (With Some Counseling Applications. Ilorin: Ilorin University Press.
  14. Lewis, A. C. (1997). Changing assessment, changing curriculum. Education Digest, 12–17.
  15. Ugodulunwa, C. A. (1996). Crisis Continues Assessment Practices: Challenges for Measurement Expert. Journal of Science and Education Forum, 1 (1), 86–92.
  16. Airasian, P.W. (1994). Classroom Assessment. New York: McGraw-Hill, Inc.
  17. Miller, P. H. (2005). Theories of developmental psychology. New York: Worth Publishers, 507.
  18. Nitko, J. A. (1996). Educational Assessments. Englewood: Prentice-Hall, Inc., 487.
  19. Madaus, Kellagan (1993). Basic Concepts of Continuous Assessment. New York: Magraw- Hill.Inc.
  20. Paris, S. G., Lawton, T. A., Turner, J. C., Roth, J. L. (1991). A Developmental Perspective on Standardized Achievement Testing. Educational Researcher, 20 (5), 12–20. doi: http://doi.org/10.3102/0013189x020005012
  21. Mercy, K. (2012). Assessment Problems in Zimbabwe’s Primary Schools with special reference to Gweru district schools. Zimbabwe: Open University, 360.
  22. Kapambule, W. (2010). The Implementation of School Based Continuous Assessment (CA) in Zambia. Education research and reviews, 5 (3), 99–107.
  23. Takele, A. (2010). The state of continuous assessment practices in secondary schools of Oromia special Zone: Challenges and prospects. Addis Ababa, 93.
  24. MOE (2004). Guidelines for Continuous Assessment. Ethiopia: Addis Ababa.
  25. Puhl, C. A. (1997). Develop, Not Judge: Continuous Assessment in the ESL classroom. Forum Online, 35 (2). Available at: https://eric.ed.gov/?id=EJ593288
  26. Reece, I., Walker, S. (2003). Teaching, Training and Learning: A Practical Guide. Sunderland: Business Education Publishers Ltd, 438.
  27. Muluken, A. (2006). Teachers Perception and practice of Continuous assessment in Selected Government first cycle primary school. Addis Ababa.
  28. Harris, M. (1997). Self-assessment of language learning in formal settings. ELT Journal, 51 (1), 12–20. doi: http://doi.org/10.1093/elt/51.1.12
  29. Brown, G., Bull, J., Pendlebury, M. (1997). Assessing Students Learning in Higher Education. London: Routledge, 336. doi: http://doi.org/10.4324/9781315004914
  30. Spandel & Stiggins (1990). Assessment and Evaluation. Evaluation.
  31. Martin, J. (1997). Elementary Science Methods: A constructive Approach. Delmar Publishers.
  32. Gensee, F., Upshure, A. (1996). Classroom Based Evaluation in Second Language Education. Cambridge: Cambridge University Press, 268.
  33. Struyven, K., Dochy, F., Janssens, S. (2002). Student’s Perceptions about assessment in Higher Education. Available at: http://www.leeds.ac.uk/educol/documents/00002255.htm
  34. Hayes, D. (1997). Helping teachers to cope with large classes. ELT Journal, 51 (2), 106–116. doi: http://doi.org/10.1093/elt/51.2.106
  35. Obioma, G. (2005). Educational Assessment in the Culture of Reform Context. Paper Presented at the 31St Annual Conference of the International Association for Educational Assessment (IAEA) held at the Nicon Hilton Hotel. Abuja.
  36. Tesfaye, S. (2005). Continuous Assessment in Teacher Education Programs: Sharing the Experience of Debub University. A paper presented on national workshop on continuous assessment. Addis Ababa.
  37. Creswell, J. (2012). Educational research: Planning, conducting, and evaluating, conducting, and evaluating quatitative and qualitative research. Bosten: Person Education, Inc, 673.
  38. Yin, R. K. (2011). Qualitative Research from Start to Finish. New York: The Guilford Press.
  39. Papworth, H. (2005). A VSO CPD Advisors View of Continuous Assessment in Ethiopia. A paper Presented to the National Workshop on Continuous Assessment organized by AED/BESO. Addis Ababa.
  40. Temesgen, S. (2017). Teachers’ Perception and Practices to wards Continuous Assessment of Mathematics Classes: The Case of Secondary School in Wolaita Zone, Snnpr Region. Journal of Education and Practice, 8 (22).
  41. Linn, R. L., Miller, M. D. (2005). Measurement and assessment in teaching. Upper Saddle River: Merrill/PrenticeHall, 550.
  42. Argall, M. W. (2001). Ideology and the curriculum. New York: Rout! Ooge.
  43. Berihu, A. (2016). Implementation of Continuous Assessment and Its Effectiveness in Adwa College of Teacher Education, Ethiopia. International Journal of Education, Culture and Society, 1 (1), 16–22.
  44. Black, P., Wiliam, D. (1998). Inside the Black Box: Raising Standards through Classroom Assessment. Phi Delta Kappan, 80 (2), 139–144.
  45. Quansha, K. (2005). Continuous assessment hand book.
  46. Abera, A. (2012). Continuous Assessment (Ca) Vis-À-Vis the Attainment of Major Educational Domains of Physical Education in Ethiopia. International Journal of Social Science & Interdisciplinary Research, 1 (11), 14–27.

Downloads

Published

2020-04-24

How to Cite

Olkaba, T. T., & Bongase, G. O. (2020). Practices and challenges of continuous assessment in colleges of teachers’ education in the west Oromia region, Ethiopia. ScienceRise: Pedagogical Education, (3 (36), 4–15. https://doi.org/10.15587/2519-4984.2020.196346

Issue

No. 3 (36) (2020)

Section

Pedagogical Education

License

Copyright (c) 2020 Teklu Tafase Olkaba

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Our journal abides by the Creative Commons CC BY copyright rights and permissions for open access journals.

Authors, who are published in this journal, agree to the following conditions:

1. The authors reserve the right to authorship of the work and pass the first publication right of this work to the journal under the terms of a Creative Commons CC BY, which allows others to freely distribute the published research with the obligatory reference to the authors of the original work and the first publication of the work in this journal.

 2. The authors have the right to conclude separate supplement agreements that relate to non-exclusive work distribution in the form in which it has been published by the journal (for example, to upload the work to the online storage of the journal or publish it as part of a monograph), provided that the reference to the first publication of the work in this journal is included.