ASSESSMENT PRACTICE IN WRITING SKILL IN EFL CLASSES: IN THE CASE OF DEDU AND KENATE BIYYA SECONDARY SCHOOLS: GRADE TEN IN FOCUS

EBBISA DABA (PhD)

The main purpose of this study is to investigate assessment practice in writing skill 0f Dedu and Kenate Biyya Secondary schools grade 10. To conduct this study a descriptive research design was employed. A total of 102 respondents (10 EFL teachers, and 92 grade ten students) were selected using Kothari"s sampling technique. Data were gathered through 0bservation, Questionnaire and interview. Data gathered through questionnaire were analysed using percentage, weighted mean and standard deviation. Data obtained through interview and classroom observation were qualitatively analysed. The finding of the study identified that teachers employ various challenges of writing assessments such as less attention given to writing assessment when students were taking test, time constraints for continuous practice writing, problem related to methods of assessing writing skill, attitudinal difference in open and close ended assessment questions. In both Dedu and Kenate Biyyaa secondary schools, EFL teachers paid attention on the scores/mark rather than give feedback on the assessment of writing skill. While making assessment, teachers practiced various assessment methods and used different criteria to assess their students" writing. Based on this findings, the researcher recommended that EFL teachers need to use nearly similar techniques of assessment while assessing students" writing skills, in addition EFL teachers should conduct continuous assessment to closely follow students" understanding about the topic under discussions.