The Implementation of Continuous Assessment and Its Hindering Factors in Primary Schools

Zelalem Tadesse

dc.contributor.author	Zelalem Tadesse
dc.date.accessioned	2018-01-13T05:39:24Z
dc.date.available	2018-01-13T05:39:24Z
dc.date.issued	2009-01-13
dc.identifier.uri	http://hdl.handle.net/123456789/8456
dc.description.abstract	his study was designed to investigate constraints hindering the effective implementation of continuous assessment in primary schools of Bahir-Dar town. Accordingly,five research questions were formulated to guide the study. The target populations of this study were teachers, directors, and supervisors of the second cycle primary schools. From the 17 government primary schools in Bahir Dar town, the five cluster centered second cycle primary schools were selected using purposeful sampling. The sample for the study consisted of 119 respondents of which 104 are teachers, 10 are principals, and 5 gre supervisors. Data from the selected respondents were gathered using open and close-ended questionnaire, structured and semi-structured interview, document analysis, and observation. Later on, the collected data was organized and analyzed in the form of tables and interpreted using both quantitative and qualitative analysis methods. - As. the findings revealed that the major problems that encountered the implementation of continuous assessment in second cycle primary schools of Bahir Dar town are large • number of students in ~ class, large number of sections a teacher teaches, work burden up on teachers, shortage of resource and materials, and traditional authoritative ....J•' teaching· style. ! Finally, based on the findings, to encourage teachers the supports to be needed were .diinimizing work load, reduce number of sections a teacher can teach, providing training for teucners, developing continuous assessment guide line for primary schools ' • were some of the suggestions given.	en_US
dc.language.iso	en	en_US
dc.subject	psychology	en_US
dc.title	The Implementation of Continuous Assessment and Its Hindering Factors in Primary Schools	en_US
dc.type	Thesis	en_US