October 9, 2025 Thesis Open Access

Mekdlawit Teshome

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{
  "inLanguage": {
    "alternateName": "eng", 
    "@type": "Language", 
    "name": "English"
  }, 
  "description": "<p><strong>ABSTRACT</strong>: This study investigated teachers&rsquo; perception, practices and challenges in implementing continuous assessment in teaching English writing skill: the case of grade 10 English Language Teachers of Alamora and Hallade Secondary Schools. The researcher used mixed research design because qualitative and quantitative data gathering tools were used in this study. The researcher took 28 teachers (20 teachers from Alamura and 8 from Halade Secondary Schools) as a sample by using comprehensive method to fill the questionnaire and conduct interview. The researcher used questionnaire, interview, and classroom observation as data gathering tools in the study. Both close ended and open ended questionnaires and semi- structured interview were used for teachers. The researcher made classroom observation with four English language teachers for four periods (one period with each teacher) using the check list prepared for the observation while teachers were teaching writing skill. The data collected by using close ended questionnaire was analyzed and interpreted quantitatively by using frequency and percentage. On the other hand, the data gathered using semi structured interview, classroom observation and document analysis were analyzed qualitatively. The result revealed that teachers&rsquo; there were insufficient practices of implementing CA, the teachers have negative view and there were many in implementing continuous assessment in teaching English writing skill. Thus, it seems that the aspects of continuous assessment devices were ignored since most of the teachers have not sufficient on job training, So, the researcher recommended as university behavioral studies need to provide training concerning the implementation of CA, and lessen number of students per class, secondary school teachers should be given education opportunity and appropriate training on continuous assessment in writing skill and carrying out further research of wide scope in the area of continuous assessment in language skills.</p>", 
  "license": "http://www.opendefinition.org/licenses/cc-by", 
  "creator": [
    {
      "affiliation": "Dilla University", 
      "@type": "Person", 
      "name": "Mekdlawit Teshome"
    }
  ], 
  "headline": "TEACHERS' PERCEPTION, PRACTICES AND CHALLENGES IN IMPLEMENTING  CONTINUOUS ASSESSMENT IN TEACHING ENGLISH WRITING SKILL: THE CASE OF  GRADE 10 ENGLISH LANGUAGE TEACHERS OF ALAMURA AND HALLADE HIGH  SCHOOL, HAWASSA CITY ADMINISTRATION", 
  "image": "https://zenodo.org/static/img/logos/zenodo-gradient-round.svg", 
  "datePublished": "2025-10-09", 
  "url": "https://nadre.ethernet.edu.et/record/19515", 
  "version": "01", 
  "@context": "https://schema.org/", 
  "identifier": "https://doi.org/10.20372/nadre:19515", 
  "@id": "https://doi.org/10.20372/nadre:19515", 
  "@type": "ScholarlyArticle", 
  "name": "TEACHERS' PERCEPTION, PRACTICES AND CHALLENGES IN IMPLEMENTING  CONTINUOUS ASSESSMENT IN TEACHING ENGLISH WRITING SKILL: THE CASE OF  GRADE 10 ENGLISH LANGUAGE TEACHERS OF ALAMURA AND HALLADE HIGH  SCHOOL, HAWASSA CITY ADMINISTRATION"
}