Abstract            Volume:9  Issue-4  Year-2021         Original Research Articles

Online ISSN : 2347 - 3215 Issues : 12 per year Publisher : Excellent Publishers Email : editorijcret@gmail.com

The Purpose of this study was to investigate the Extent to which Continuous Assessment Techniques are practiced in EFL Classroom at Bombe Secondary and Preparatory School. For this study, both quantitative and qualitative data were gathered through questionnaire and interviews. 226 students and 5 English language teachers were involved in the study. A simple random sampling technique was used for the students and availability sampling technique for EFL teachers. Findings of this research revealed that almost all teachers believe that the importance of implementing variety of continuous assessment techniques in EFL classrooms to improve the students learning status. However, most English language teachers perceive continuous assessment as strategy and to use different techniques, they have difficulties not to fully put into practice due to various pushing and pulling factors. Most teachers didn’t include a variety of continuous assessment tools in their plan and did not use in the class room activities. As a result, the status of continuous assessment practice is far from what is needed, and they concentrated on few tools like oral questions and tests. On the other hand, assessments like homework, class work, assignment, observation, project work and storytelling were not regularly used in English language classrooms at the target school. Finally, based on the major findings of the study conclusions were drawn and recommendations were forwarded.

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