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In the same way, Gronlund (1981) briefly defined Continuous assessment as making observation
periodically to find out what a student knows, understands and can do.
Thus, CA is the records of the students’ performance in nearly everything a student does through
the course that the three interrelated categories of educational domains of learning (cognitive,
affective and psychomotor) are assessed.
With this understanding, the Ethiopian Education and Training Policy statement has suggested
continuous assessment as one of the most important strategies for implementing the new
curriculum. The Policy (TGE, 1994) affirmed that CA in academic and practical subjects
including attitude tests will be conducted to ascertain the formation for all round profile of
students at all levels. As the result of this policy, students learning outcomes in all school levels
are supposed to be assessed using CA procedures in relationship to three primary domains:
cognitive, affective and psychomotor. Hence, we now realize that CA is a class room strategy
implemented by teachers to ascertain the knowledge, understanding and skills attained by pupils.
ICDR (1999) also pointed out that, CA is being used increasingly as an alternative to terminal
examination because it provides more reliable information than one shot examination. In
addition, it builds up a picture of a students’ performance over a prolonged and representative
period. Therefore, schools in this day are turning to CA so as to build up a record that is much
more complete and reliable.
TGA (1994) pointed out that, the educational policy of Ethiopia adheres the implementation of
continuous assessment at all educational levels. But, there seems to be problems of
implementation related to various factors. Some researches have been conducted regarding the
implementation of CA at different educational levels in Ethiopian context. For example, Aberra
Aseffa (2009), Gemmechu Abera (2008), Tamene Olana (2007) and Muluken (2006) revealed
that teachers do not use CA in their classrooms effectively. According to the above researchers,
there are plenty’s factors that hinder the implementation of CA effectively. Some of these salient
points are: large class size, tight schedule, broad course contents, teachers’ negative attitude,
pupil absentee, inadequate teaching and learning resources, bias of teachers’ based on sex, race,
personality and etc.
Taking these factors in to consideration, the researcher would like to fill a gap, which is left
untouched. That means these researchers do not assess the teachers’ assessment practices based
on the methodology of continuous assessment. They only focus on factors that hinder the
implementation of it. Hence, this research work tries to assess whether teachers include all
necessary principles and elements of methodologies of CA in their assessment practices
neglecting those recognized hindrances.
Of course, teachers face challenges while they assess students’ work in an educational setting
where they have not enough access to the type of assessment information that will enable them to
carry out the continuous assessment accurately and fairly. Pierce (2002) disclosed that most
teachers feel unprepared to assess in the way the institution or the department requires them to
do. They further continued, for instance use the same type of assessment techniques their
teachers used while they were at school.
That means their assessment does not measure learners’ performance in a holistic manner.
Therefore, it is important to investigate the existing practice of CA and develop strategies that
lead to effective use of it to enhance students learning out come.
1.3. Objectives of the study
This chapter reviews some related literatures. Depending on the level and type of schools,
various issues related to continuous assessment are raised for discussion. Hence, the aim of the
study and the research questions are used as the frame work for the review of literature. Wiersma
(1995) also asserted that, the review of the literature provides background and context for the
research problem. Thus, it should establish the need for the research and indicate that the
researcher is knowledgeable about the area. Therefore, since the aim of the study is to investigate
the use of CA effectively and focusing on teachers’ practices to use it, the following themes were
considered as paramount:
Before discussing CA, it is important to clarify the confusion that we have in the use of different
terms that are related to CA. Some of these commonly used terminologies with reference to CA
are:
A. Test: according to Gronlund (1981), test refers to the presentation of a standard set of
questions to be answered by pupils or it is also an instrument for appraising samples of a
person’s behavior. Here, quizzes and examinations are related to a test; but where a quiz is given
without formal plan and only covers small portions of a lesson, an examination is given at the
end of a program and it assesses comprehensive learning out comes as well as contents.
On the other hand, based on purposes and formats they use, pedagogical tests are classified into
the following types (Airasia, 1997):
Achievement test – This measures what the student has learned or the students’ present level
of accomplishment.
Aptitude test- Cruikshan, et, al., (1999) describe it as a measure of the potential, natural or
general ability of a person.
Objective test- it is a test that measures factual information and they can be consistently
scored. For instance, true-false, multiple choice, and matching tests.
Subjective /essay /test – it mostly focuses on measuring the ability to generate, organize and
express ideas.
Diagnostic test – it focuses on determining the students learning deficiencies and problems.
Readiness test – these measures the students’ prerequisite knowledge, background skills and
information so as to go to the next step.
Performance test – this test typically measures the level at which student can demonstrate
practical skills. Performance test usually uses checklist and rating scales.
Self-report test- self-report test measures areas related to pupils’ attitude, feelings, opinions,
interest and appreciations. This type of test measures the affective area of pupils’ behavior
and interpersonal communication skills.
C. Assessment: assessment is the process of collecting information about students that to use it to
make educational decisions about them. According to Airasia (1997) and Cruikshank, et, al.
(1999); assessment refers to the process of collecting information (through paper-and-pencil
tests, observational techniques and self-report devices) and interpreting it to aid in decision
making. Thus, teachers assess their pupils for a variety of purposes, such as:
Generally, assessment information can aid the teacher make sound decisions related to:
Pupils
Instruction and
D. Evaluation: according to Gage and Berliner, (1998) evaluation refers to the process of using
information to judge the goodness, worth or quality of students’ achievement, teaching programs
and educational programs. Thus, evaluation is the process of making judgments of a product, a
response or a performance based on criteria. Hence, evaluation is simply the quantitative
description and qualitative description of a behavior plus value judgments. Therefore, as Derebsa
(2004) said, evaluation is more of judgmental and is a more comprehensive term than
assessment. As a result, evaluation is an overall judgment of student performance based on
assessment. Evaluation generally comes at the end of a semester, a term or a year.
Now, let us see the definition given to continuous assessment by scholars. Thus, as explained in
BESO, (2005); EQUIP 1 (2003); and Oggunniyi (1984) CA is a classroom strategy implemented
by teachers to ascertain the knowledge, understanding and skills attained by pupils. This means,
for collecting information to check students’ attainment of the required learning outcomes, the
progresses students have made the problems they experienced in learning and the effectiveness
of teachers’ teaching methodologies.
In addition, Brookhart and Nitko, (2008) explain that CA is the conduct of frequent assessment
for purposes of deciding how well students are achieving the learning outcomes and what the
teacher and they might do to improve their learning. Continuous in this context means obtaining
information about students frequently (i.e., often) instead of obtaining information only rarely
(i.e., occasionally).
Generally, the term “Continuous assessment” came into existence as a reaction to an older
educational practice of examining students only at the end of the educational cycle. Under this
older practice, students did not receive adequate feedback along the way about their learning and
did not know how well they were progressing until the educational cycle was finished and it was
too late. To correct the shortcomings of this older practice, educators now advocate assessment
that is more frequent so that students and teachers have more about learning progress. Thus, this
more frequent assessment is called continuous assessment.
On the other hand, although CA implies frequent assessment of students, teachers should realize
that frequent assessment alone does not improve teaching and learning. Teachers must use the
assessment results specifically for improving teaching and learning. This means, teachers must
use the assessment results to give students feedback that tells them how to improve, not simply
give them a mark or identify the questions they missed on a test. Hence, if teachers discover
information from an assessment that the students did not understand some of the materials,
teachers will need to use this information to modify their teaching (Brookhart and Nitko, 2008).
Generally, doing continuous assessment and not using that information to help students improve
their learning is a big waste of time.
As described in BESO, (2005); CA is divided into two major types. These are: Formative
continuous assessment /FCA/ and summative continuous assessment /SCA/. FCA is an ongoing
process for checking learners’ readiness, understanding, difficulties, and effectiveness of
teaching approaches and so on. Thus, FCA is not a one shot activity. Generally, FCA means
collecting information to help teachers form students like a potter forms the clay to make a jar.
On the other hand, SCA is a process for collecting information about students’ learning that is
used to make decisions about certifying, grading, reporting to parents, and promoting. It is
usually done at the end of a unit, a course, a semester or a program. Hence, SCA means
collecting information to help teachers sum up what students have learned from their lessons.
2.2.1. Formative Continuous Assessment
Brookhard and Nitko, (2008) suggested that teachers should think of FCA as part of their
teaching process. Because, when teachers use FCA in their classroom practice, they look for the
information they need to adjust their teaching and to help students improve learning while the
lessons are happening. In this sense, FCA informs both teachers and the students about students’
understanding at a point when timely adjustments can be made. These adjustments help to ensure
that students achieve the lessons learning outcomes.
Therefore, FCA is an ongoing process for checking learners’ readiness, understanding, difficulty,
effectiveness of teaching approaches and so on. We say “Ongoing” because it is part of the
instructional process as it unfolds information that is very helpful for improving students’
learning as well as improving the instructional process.
Generally, as explained in AED, (2010); the main reason for FCA lies in what teachers actually
do with the information they gather. This means, FCA is mainly about what teachers do with
information to help students. Here, many assessment techniques can be used, but it is not the
technique that makes assessments formative. Hence, FCA helps the students improve their
learning. Additionally Puhl, (1997) and Eggen and Kauchak, (2001) mention that FCA improves
students’ learning for a various reasons. For example:
I. FCA helps teachers and students identify what students can do with help and what they can do
independently.
III. FCA, especially peer and self-assessment, help students with the social construction of
knowledge.
IV. FCA allows students to receive feedback on precisely the points they need in order to
improve. It shows them what to do next to get better.
In the next sections, different ideas concerning FCA will be presented. Thus, Brookhart and
Nitko (2008) explained the following major ideas about FCA. These key ideas are:
The Learning Benefits of FCA
In FCA, teachers use their personal knowledge of the students, their understanding of the context
of the classroom and their understanding of the lesson’s learning outcomes to identify particular
learning needs of the students. FCA is assessment for learning as compared to SCA, which is
assessment of learning. Teachers carry out FCA in the middle of learning, usually more than
once, rather than only at the end. Their FCA helps teachers to interact with the students and they
providing assistance as part the assessment. In this way, teachers come to understand why a
student is not mastering a learning outcome. Information from FCA helps teachers to provide the
feedback to students in the form of guiding them to achieve the next steps in the learning
process. Further, FCA depends on teacher’s diagnostic skill to make it works. More specifically,
information from FCA can help in the following ways:
A. Sizing up: FCA information can help teachers to form initial impression of students’ strengths,
weak nesses, beginning of the year or course.
B. Diagnosing individual students learning needs: FCA information can help teachers to identify
what the students have learned and what still needs to be learned, as well as to decide how
instruction needs to be adapted to the students.
C. Planning instruction: FCA information can help teachers to design and implement appropriate
learning and instruction activities, to decide what content to include or emphasize and to
organize and manage the classroom as a learning environment. BESO, (2005) further explained
this saying that, when teachers conduct FCA, teachers collect a wide range of data so that they
can modify their teaching and the work for their students. They craft assessment tasks that open a
window on what students know and can do already, and they use the insights that came from the
process to create the next steps for observation, work sheets, questioning in class, students-
teacher conferences or whatever mechanism is likely to give them information that will be useful
for their planning and teaching. Any marking that teachers do is not for grading the students, but
to highlight each student’s strengths and weaknesses and to provide the students with feedback
that will further their learning.
D. To motivate the learners
As explained in AED, (2010) and Airasia, (1997); FCA is mostly informal and used for
monitoring pupils learning process. These informal techniques consist of teachers’ casual and
impromptu observations and judgments of students’ progress in learning the lessons’ outcomes.
This is necessarily so because the information about students learning comes very rapidly as
teachers are teaching. Hence, teachers must be constantly alert to how well the students are
progressing and use whatever clues they can obtain while they are conducting the lesson. Here,
many informal assessment techniques can be used, but it is not the technique that makes
assessment formative. For example, teachers may think that “Observation” is a FCA technique.
Well no, it is not-unless teachers use information from those observations to help form or shape
the student learning improves. Therefore, what distinguish FCA from SCA is not their formal or
informal techniques. Rather the distinction lies in the purposes for which the results are used:
FCA techniques focus on gathering information that helps teachers to monitor and guide
student’s progress through the curriculum. The information from these techniques assessments
are not used as a basis for official term or year marks or grades. Generally, informal techniques
are techniques that will allow teachers to assess students’ previous knowledge and skills,
monitoring their learning, identifying what errors they may make and the cause of these errors,
providing practice for students and motivating students.
Pasigna, (2001) lists some of these informal techniques of FCA as follows:
A. Observation: when you want to assess the students’ ability to work with others, the best way
to do this is to observe the students during group work. If teacher want to find out if he/she has
developed good habits of study or work, the must observe the students white he/she is working
on an individual project or doing an assignment. Teachers may also ask the student’s parents to
observe him/her at home and ask them to informally rate the students’ behavior/attitude/work
habits. Here, teachers must be sure that they provide very clear guidelines on how this rating is to
be given (Tharp & Gallimore, 1988). Generally, observation and listening are used to assess
students as they read, work cooperatively with others, carry out assignments or solve problems to
understand the nature of the errors and misconceptions they have.
B. Impromptu or Spot checks during a lesson: A good teacher always tries to maintain eye
contact with the students in order to- catch early signs of confusion or learning difficulty that
they might show during the lesson. The alert teacher, who spots students looking confused or not
paying attention, prevents more serious learning problems by immediately and quickly asking
questions to check for comprehension. When the spot check shows that many students are “not
getting it”, the teacher must then clarify or give concrete examples to help the students learn. For
example, if one of their students does not seem to be paying attention, ask him/her a question
about what they have just explained or what classmates just said. In general, talking with
students to determine how well they understand a concept or how they think a problem should be
solved and using that information to determine why they are making errors or misconceptions is
a very important technique. Thus, sometimes teachers may have to ask students to explain why
they are doing what they are doing and determine the point in the process where they are making
mistakes.
C. Giving informal oral or written quizzes: short quizzes can be given by the teacher that
requires oral or written responses from individual students. When given quickly at the beginning
of the class period, these quizzes are useful for finding out if the students still remember what
was learned in the previous day’s lesson before the class goes on to the new lesson or to
determine how completely they understand as compared to how well they can repeat a set answer
during the lesson.
In addition to individual quick quizzed, teachers can give a quiz that is fun and game like to
which the whole class or groups can respond at the same time which can be a very efficient
assessment situation. After the teacher ask students to quickly write their answer on any piece
of paper, the teacher then goes around very quickly looking at the written responses and writes
down the names of the students who pe4rsistently give wrong responses. Thus, these are the
students who will need some remedial help.
D. Self-assessment: the students can be given a simple checklist with criteria that they can use to
assess themselves. Although they may not be as reliable as direct observation by the teacher, self
assessment or self-report can be used for assessing attitudes’ work habits, etc.
E. Role playing: role play is a powerful tool for assessing attitudes and for changing attitudes.
Students can be trained to “walk in the other person’s shoes “i.e, try to think, act and speak like
the other person to understand that person’s feeling or attitudes and appreciate different point of
view”. Tolerance, compassion and respect for difference in culture, opinions and tradition can be
‘learned’ and assessed through role playing.
F. Dramatization: one way of assessing reading comprehension is by having the students “retell”
a story through dramatization. This usually involves two or more students, but it can be done
individually through “pantomime” – e.g., a single person acting out a simple story without
saying word. Thus dramatization is use full for assessing one’s comprehension of safety rules
practices.
G. Reviewing home work and seat work: to understand why students are making error or having
misconceptions. Homework is usually the student’s first attempts at developing their skill and is
used for practice.
To sum up, a good teacher uses many different ways of assessment to makes sure that every one
of his/her student’s is learning. However these informal techniques of FCA only contribute to
formative purpose to the extent to which the teachers use information the obtain from the to
adapt their teaching: speeding up or slowing down the pace, giving more positive examples and
negative examples to clarify ideas and making continuous judgments and decisions about how
to proceed with the lesson.
If teacher’s purpose is to obtain information to help students learn, they do not need to
mark/scare or count these assessment results. On the other hand, if teachers do not use the
information they gathered from these assessment in ways that will help them to improve their
learning, teachers are not doing FCA and it is just a big waste of time. Thus, teachers must use it
to keep a systematic record of their students’ progress and help them to memorize any learning
problems they discovered (AED, 2010).
A teacher who believes in continuous assessment believes every child can be a successful
learner. This means that some children take more time to learn an idea than the other children.
Thus, while the teacher is helping the “slower” student, the “faster” students must be doing
something worthwhile, too (AED, 2006).
A. Remediation:
Remediation is a way of helping students overcome a learning difficulty. When a learner has a
problem learning something, the teacher must provide remedial instruction or remediation. Thus,
students who have not learned after instruction need remedial help. However, in deciding on the
most appropriate remedial activities for students with learning problems, the teacher must first
identify or find out why they did not learn. Thus, here are some reasons why children don’t
learn:
I. The child may be a “slower learner” in this area. Some children need more time to learn certain
skills and concepts. They learn more slowly than other in some learning areas .it is important to
remember that a student can be a fast leaner” in one and be a “slow learner “in another area.
II. The child may not have the “prerequisite” skill or knowledge to be able to learn the new
lesson. A prerequisite skill or knowledge is something that the child must already know in order
to learn something new. This is sometimes called “relevant previous knowledge” required to
learn the new lesson. If they lack these prerequisite skills, children will not be able to learn the
new skill or concept.
III. The teaching of the lesson may not have been effective. If many students did not learn the
new material, it may be because the lesson was poorly taught. Very often, students do not learn
because the teacher used a teaching method that was not suited to their needs and ability levels.
IV. The student may be a “faster learner” in this area and may fell that the lesson is too easy.
Student who think they already know the material that is being taught quickly, get bored. They
lose interest and do not pay attention and so they don’t do well in the lesson. Bored students may
be come restless and disruptive. They may develop even more serious problems if they are
constantly neglected.
V. Some children may have emotional problems that make it hard for them to pay attention to the
lesson. Sometimes there are problems at home that make the child worry so much. The child may
not be able to eat or sleep because of the emotional problems. These emotional problems may
keep the child from learning because he/she cannot pay attention in school.
VI. Some children may have difficulty learning because of some physical problem. The child
may be sick; the child may have poor eye sight and cannot see what is written on the blackboard.
The child may be hard of hearing and so does not understand what the teacher or classmate is
saying. The Child may live very far from school and is too tired from the long walk to pay
attention in class.
VII. A Child may have a mental or neurological problem such as mental retardation. Here, even
the class room teacher’s help may not be enough ( Harmer,2001)
Generally, the remedial activities that can be done in the class room or at home are those that are
appropriate for children whose learning difficulties can be corrected through instruction. This is
because the class room teacher does not have training required to deal with learning problems
caused by mental, physical, neurological or emotional problems.
b. They believe that every child can be helped to become a successful learner.
c. They believe that one of the most important things they can give to the child is the opportunity
to succeed.
Thus, it is very important that children with learning difficulties helped as soon as possible so
that their problems do not pile up and become more difficult to correct.
Here, the modified re-teaching approach is usually preferred. It makes sense to try other
strategies and techniques if the initial teaching methods were not successful.
I. Re-reading: Students who can read well enough to learn by themselves can simply be
assigned to read the same text book again. Or teachers can look for another book that
teaches toward the same objectives but presents the content in a slightly different way.
II. Peer Group learning: the students study together in small groups of 3-5 members. They
help each other when questions come up. Students with the same learning difficulty will
belong to the same group. They are given the appropriate materials and instructions on
how to work together.
III. Games and play activities: supervised games and play activities are good because they
are fun and make learning “painless”. Students get involved and learning becomes more
fun.
IV. Drill and practice: Children may be given flash cards, worksheets or other material.
Independent drill and practice can be very helpful if the child understands the concepts,
but makes some errors.
V. Self-study: Self study works only with motivated students who are good readers. It
simply means the teacher gives the student materials to study by him or herself. Here,
self-study must following steps:
- The teacher selects or writes remedial materials for them.
- The teacher writes clear directions for using the package.
- The teacher goes over the material with the learners.
- The learner works alone on the tasks.
- The teacher has a test included in the task.
B. ENRICHMENT:
While the teacher is helping the “Slower” Students, the “faster” students must be doing
something worthwhile, too. Here, enrichment lessons are not “busy work”. Good enrichment
lessons are chances for the students who have mastered the basic material, to learn even more
about this same concept or skill. They need to be as carefully planned as the remedial lessons.
And also enrichment lesson can be given to small groups or individual students (AED,2006).
Approaches to Enrichment:
There are several different methods the teacher can use to do enrichment. They are:
Ogunniyi, (1984) describes SAC as assessment of kerning rather than assessment for learning.
The summing-up purpose of SCA focuses on certifying learning and reporting to patents,
students and others about students’ progress in school. Thus, the focus is on evaluating learning
after instruction is completed. Therefore, SCA doesn’t provide information for improving
learning but only information of the learning that is already completed. As a result, we can say
that SCA are not assessments for learning, but rather they are assessments of learning.
i. Assign grades for report cards- teachers record their evaluation of each student’s learning
progress so that the evaluations mat be communicated to students, their parents and responsible
educational authorities.
ii. Place students into remedial or advanced courses- sometimes teachers are able to adapt
instruction to individuals’ needs when teaching is group based students who do poorly in the
class may be placed in to remedial classes that provide either alternative or supplemental
instruction that is more suitable for the students’ current level of educational development.
iii. Evaluate teachers’ own teaching- this requires teachers to review the learning that students
demonstrate of after the lessons are complete, to identify which lessons were successful with
which students and to modify their teaching strategies so they will lead to improved students
performance that next time the lessons are taught.
Generally, Harrison, (1983), Heaton, (1991) and Hughes (1989) suggest that, there are an infinite
number of ways to assess learners. It all depends on the creativity of the teacher. Good
assessment activities also need to be good learning experience for the learners not punishments
or tricks. Thus, assessment is not to filter students out of educational opportunities. Therefore, all
assessment /especially SCA/ must be valid and reliable to accurately and appropriately assess
student achievement based on learning outcomes.
2.3. Purposes of Continuous Assessment
According to Chan, (2004) and BESO, (2005) CA can serve a number of different purposes. The
most frequently used purposes are:
To provide teachers with feedback about pupils’ progress: such feedback enables teachers to
consider how effective their teaching has been in achieving its intended learning outcomes. In
particular, it may highlight certain problems or misunderstandings that have arisen, that require
remedial action in their subsequent teaching.
To provide pupils with educative feedback: assessment enables pupils to relate their performance
to the standard expected, to use detailed feedback to correct and improve their work and to
appreciate more clearly the requirement of the tasks set.
To motivate pupils: Assessment activities can act as a spur to pupils to organize their work well
and to learn what is required so as to achieve well at this activities. The spur may be largely
based on intrinsic motilities. The spur may be largely based on intrinsic motivation, extrinsic
motivation or mix of both. Feed back of success at a challenging task is particularly. Effective in
stimulating future motivation.
To provide a record of progress: regular assessment activities enable teachers to keep a record of
pupils’ progress over a long period. This can then form the basis for their decisions about
individual pupils’ current and future educational needs, particularly if a cause for concern arises.
To provide a statement of current attainment: a specific assessment activity or group of activities
can be used to identify the standard of attainment achieved at a particular point in time.
To provide evidence of teacher and school effectiveness: pupils’ performance in assessment
tasks provides evidence of their progress and hence acts as a useful indicator of teacher and
school effectiveness.
To meet the students’ expectation.
Generally, as clearly indicated in BESO, (2001) there are three reasons that government
documents often present for using CA:
i. Improving teaching
3.1. Introduction
This chapter discusses the methodology that will be used in carrying out the study. It is divided
into five sections. Under the first two sections, the research design, population and sampling
procedure will be discussed. Under the third section, the instruments that will be used for data
collection will be discussed. Then the fourth section looks at the data collection procedures. The
final section will discuss how the data collected will be analyzed.
Accordingly, this study is based on two research questions. The research questions survey
teachers’ continuous assessment practices and the purpose why teachers use continuous
assessment.
Thus, non-probability sampling is used for this research purposely to select all English teachers
as sample of the study. The reason behind is that the researcher is also from among the language
teachers where the problem is found.
Questionnaires will be used as data collecting instruments for this study. The construction of the
questionnaire is guided by the purpose of the study, available literature and further by the
research questions for the study. The questionnaire is used because they can be given to large
number of people at the same time. These questionnaires are also self- administered by the
researcher.
3.7. Data analysis
Data will be analyzed by making use of the research questions. Thus, tables and percentages are
used to describe the responses
CHABTER FOUR
No Activities Month
S O N D J F M A M J
1 Title selection X
2 Review of related literature X
3 Designing instruments of data Collection X
4 Proposal writing X
5 Proposal reporting X
6 Getting in touch with the subjects X
7 Gathering data X
8 Data tabulation and analysis X
9 Writing the draft and editing X
10 Finalizing the research and submission. X
4.2 Logistics
The rough estimation of budget needed to carryout the study process will be scheduled as
follows.
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AED, (2006). Continuous assessment and how to use it. Teacher’s module 3: Addis Ababa,
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AED, (2010). Teachers handbook on formative continuous assessment in the ESL classrooms.
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Airasian, P. (1997). Class room assessment (3rd ed.). New York: MC Graw Hill.
Brookhart, S.M. and Nitko, A.J. (2008). Assessment and grading in class rooms. Upper saddle
River; prentice Hall.
Cruikshank, et al. (1999). The act of teaching (2nd ed.). Boston; Mc Graw Hill College.
Curzon, H. (1990). Teaching in further education: An outline of principles and practice. London:
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Gronlund, N.E. (1981). Measurement and evaluation in teaching. (4th ed.). New York: Mac
Millan publication.
ICDR. (1999). Teachers education handbook: Institute for Curriculum Development and
Research. Addis Ababa Ethiopia.
Oggunniyi, (1984). Educational measurement and evaluation. Nigeria: Longman Group Ltd.
Pasigna, A.L. (2001). Continuous assessment in basic education: A peer group learning module.
Bloomington, Indiana. Author.
TGA, (1994). Education and training policy. Ministry of education: Addis Ababa Ethiopia.
Wiersma, W. (1995). Research methods in education: An introduction. (6th ed.) . Boston: Allyn
and Bacon.
APPENDIX
DEPARTMENT OF ECONOMICS
3. Educational background
None Educated Diploma Degree and Above
2. What percent of the students do you think use in library and other subject measures?
A. Male B. Female