Primary School Teachers’ Knowledge, Attitude Perceived Practice of Continuous Assessment

Abstract

This study endeavored to investigate primary school teachers’ knowledge, attitudes, and perceived practices of continuous assessment (CA). Ninety-five primary school teachers from three primary schools in West Gojjam, Ethiopia, were randomly selected for the study. Questionnaire, interviews and content analyses were used as instruments of data collection. The findings indicated that teachers had misconception about CA and considered continuous tests they gave to students as if they were continuous assessments. Thus, it was recommended that teachers be given on-job training about CA and its implementation.