Abstract

This paper aims to explore the practice of continuous assessment at Unity University College and Addis Ababa University. It has also investigated constraints instructors say they have been facing in implementing continuous assessment. Students’ attitudes about the practice of this assessment mode towards their course achievements were explored. Course materials, continuous assessment modalities, randomly selected final examination papers, interviews and questionnaires were used as sources of data collection instruments. The purpose and focus of the assessment, the construct tested, the formats employed, critical thinking and creativity encouraged, feedback offered and received, record keeping of the assessment data and assessment of progress development, classroom management, stakeholders’ involvement and the wash back effect of the practice of the assessment were identified to be the grand factors that cast a cloud over the practice of continuous assessment in the context under focus. It was also found out that both the testees and the testers over value the judgmental role of continuous assessment at the expense of its developmental role. What is more, maximized strengths and improved weaknesses after having results of each continuous assessment result device  were  found  to be unfairly reflected in the students’ course achievement profile. It was therefore tentatively concluded that the major cause that affected the implementation of continuous assessment in the context under focus was boiled down to the hangover of traditional assessment practices. Based on the findings, implications, insights and areas for further study were forwarded.

Key words: continuous assessment, feedback, test