Practice and Challenges of Continuous Assessment Implementation in Injibara College of Teachers’ Education: Focus on Regular Mathematics Students

The major objective of this study was to examine the practice of continuous assessment (CA) and the major challenges that affect the implementation of CA at Injibara College of Teacher Education (ICTE), particularly mathematics department. For this study purpose descriptive survey design was employed by using quantitative approach. A sample of 11 instructors and 189 student-teachers were involved in the study. Instructors were selected through comprehensive sampling, while student-teachers were selected through simple random sampling technique. The instructors’ questionnaire had Cronbach's Alpha (α) of .902 and .872 for CA practice scales and CA challenge scales, respectively. Student-teachers’ questionnaire scales had Cronbach's Alpha (α) of .754 and .879 for CA practice scales and CA challenges scale, respectively. The demographic information of the respondents was analyzed by using frequency table, while one-sample t test was used to analyze the quantitative data from close-ended items. Qualitative data collected through open-ended questions were analyzed thematically in narrative approach. The study found weak practice of CA in mathematics learning and teaching at ICTE and the practice was predominated by paper and pencil tests. This gap in practice was due to serious challenges related to instructors, student-teachers, leadership, curriculum and large class size. Based on these findings it is concluded that there is imbalance between the practice of assessment of learning (summative assessment) and assessment for learning (formative assessment). In sum, the need to design CA guideline is recommended to standardize the practice of CA and balance assessment of learning and assessment for learning. Key Terms: Continuous assessment, Student-centered, Teachers education & formative assessment. DOI: 10.7176/RHSS/10-17-06 Publication date:September 30th 202