Action Research on Exploring the Effectiveness of Continuous Assessment on English Common Course in a Case of Plant Science Year I Students Aksum University Shire Campus


  • Mr. Mihiretu Wakwoya Tolosa Researcher and Lecturer, Department of English Language and Literature, College of Social Sciences and Humanities Dambi Dollo University Dambi Dollo, Oromiya, Ethiopia



Continuous Assessment, Effectiveness, Exploring.


This action research was aimed mainly to investigate the effectiveness of continuous assessment in English common course in case of students of plant science first year program at shire campus. The study involved 55 (M =15, F= 40) students and 1 male English common course instructor as participant of the study. It also employed three data gathering tools: questionnaire, interview and document analysis.  Data obtained from these multisource were analyzed quantitatively and qualitatively in which case percentage and verbal description were used respectively. Hence, the finding indicates that there were no bolded theoretical and practical implementation gaps of CA among instructors and students. However, many impressing factors were found, which impede the implementation of CA. Among these, large number of students in a section, instructors’ workload, students’ attitudes toward CA, lack of specific criteria for checking subjective form of students’ assignment and project work were some. Generally, the study attempts to forward action to be taken to tackle the problem, such as lessen teachers’ workload, minimizing number of students in one section accordance with MEO policy, proposing clear-cut criteria for checking and giving feedback for subjective case assignments. Moreover, instructors need to motivate students to work or involve in CA as well as committed themselves to implement effectively that contributed to prove quality of education.


Download data is not yet available.


Metrics Loading ...


Abiy Y (2000). ‘Expressed beliefs and actual classroom practices of high school English teachers concerning error correction.’ Ethiop. J. Educ. 20(1):91-109.

Abiy Y (2002). ‘Competency beliefs, teaching confidence and teaching performance of English major graduating students in teaching practice.’ Ethiop. J. Educ. 22(1):85-109.

Alausa YA (2006). ‘Continuous assessment in our schools: advantages and problems.’ Retrieved November 11th, 2006 from: journal%209% Article%202.pdf.

Cain M (2012). ‘Beliefs about classroom practice: a study of primary teacher trainees in Trinidad and Tobago’. Int. J. Human. Soc. Sci. 2(3):96-105.

Education and Training Policy (ETP) (1994). Federal Democratic Republic of Ethiopia, Addis Ababa, St. George Printing Press.

Fang Z (1996). ‘A review of research on teacher beliefs and practices.’ Educ. Res. 38(1):47- 65.

Falayalo W (1986). Philosophy and theory of continuous assessment. A paper presented at a workshop for Inspectors of Education in Odor State, Nigeria. 4th December.

Gravaso RS (2002). Influence of students’ learning experiences, learning conceptions and approaches on their learning outcomes pp.282-289

National Institute for Educational Development (NIED) (1999). Towards improving continuous assessment in schools: a policy and information guide for implementation, Republic of Namibia

Nitko AJ (2004). ‘Continuous assessment and performance assessment.’ Retrieved Nov. 11, 2006 from http://www.

Puhl CA (1997). ‘Develop, not judge. Continuous assessment in the ESL classrooms.’ Forum Online 35(2).

USAID (2003). ‘Continuous assessment.’ EQ Review, Educ. Qual. Dev. World 1(1):1-3.

Vibulphol J (2004). Beliefs about language learning and teaching approaches of pre-service EFL teachers in Thailand, Oklahoma State University (Unpublished PhD Dissertation)




How to Cite

Tolosa, M. M. W. (2019). Action Research on Exploring the Effectiveness of Continuous Assessment on English Common Course in a Case of Plant Science Year I Students Aksum University Shire Campus. International Journal Online of Humanities, 5(4), 77–98.