Practices of Chemistry Teachers to Implement Continuous Assessment at Abbiyi-Addi College of Teacher Education

Abstract

Continuous assessment gives both the student and the teacher detailed up-to-date information on the students’ development and learning requirements, and it provides information about the learning difficulties and remedial action necessary to support learners who may be experiencing learning difficulties. Thus, this article examined the actual practice of formal continuous assessment in Abbiyi-Addi College. The College was selected purposefully due to the current knowledge of the researcher. As source of data, all chemistry teachers of Abbiyi-Addi College was selected using available sampling techniques. The Research design utilized was descriptive survey type, qualitative and quantitative methods of data analysis were used to analyze dates which were collected through document, questionnaires and interview. From the analyzed data, it was found out that implementation of FCA in chemistry section was weak due to few types of FCA practice and few types of assessment techniques (written task).This revealed that most of the classroom tasks given to learners were paper-and-pencil oriented. In addition to this feedback for individual and group assessments were practiced ineffective way, and support to law learners was also weak to take remedial action. Based on this some recommendation ideas were forwarded.