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Practices of Continuous Assessments in Secondary School Mathematics Class: The Case of Benishangul Gumuz Regional State

Mamo Shigute, Shimelis Geleta

Abstract



The aim of this study was to examine the practices of continuous assessment techniques used by mathematics teachers in B.G.R.S secondary school. The study also attempted to address the types of assessment techniques used by mathematics teachers and the nature of feedback provided to students. To conduct the study, mixed method design was used; both quantitative and qualitative data was gathered through questionnaire, document analysis and interviews. The total number of target population of the study was 9768. Under this study 370 students and 40 mathematics teachers were participated. The data was analyzed using percentages, one-way ANOVA, Mann-Whitney U test and Fishers Exact test. During the selection of the sample/ student participants, multi-stage sampling was used and teachers were selected using availability sampling. The quantitative data was analyzed using SPSS version 16 and the qualitative data was analyzed qualitatively in narrative form. The study revealed that mathematics teachers` teaching experience significantly affected the practices of continuous assessment. Moreover the study revealed that participants had incomplete understanding about continuous assessment. Finally the study recommended that intensive training regarding continuous assessment should be given for all mathematics teachers who are teaching in B.G.R.S secondary school.

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