The main purpose of this study was to investigate teachers’ use of continuous assessment in teaching grade one Amharic reading in Dona Berber Primary School Bahir Dar Town. The research questions focused on awareness of Amharic language teachers’ regarding continuous assessment in teaching reading, their practice of continuous assessment in teaching reading, relevance of the Amharic grade one textbook for implementing continuous assessment in teaching reading, and challenges of teachers in using continuous assessment in teaching reading Amharic subject. The study adopted a mixed approaches and case study design. Two teachers were used as the main sources of data gathered through observation, semi-structured interview and document analysis. The data gathered through document analysis and observation was analyzed using a quantitative data. Interviews were analyzed in a qualitative data narrative and in an interpretative manner. The finding of the study revealed that teachers use different continuous assessment techniques for beyond tests and quizzes, such as class work, home-work, self-assessment, and peer assessment as a CA technique. However, teachers’ practice of continuous assessment in reading classes was not satisfactory. The feedback was provided in a moderate manner by the teachers. It was not practiced as intended. To overcome these problems, it is recommended that due attention should be it needs to be treated with great care, attention, and respect. Teachers, in particular, have a responsibility to undertake CA properly, identify students’ problems with reading skills and be mindful of the consequences of assessment. To foster appropriate feedback in the reading classes, teachers have to adapt specific feedback mechanisms that students can use easily. Regarding the challenges of the use of CA in teaching reading class, they are the class size (or large number of students in the class) and the limited time available in the classroom for each session (40 minutes). On the other hand, the number of classes given to the teacher was also identified as the most impeding factors to the effective practices of continuous reading assessment. To overcome these problems, it is recommended that, a large number of students should be minimized in order for the teachers to implement CA in the reading classes. It should increase the time available for each session and also decrease the overcrowded classes. 1 CHAPTER ONE INTRODUCTION 1.1. Background