The Practice of English Language Productive Skills’ Continuous Assessment in Preparatory School: The Case of West Wollega Zone, Ethiopia

Authors : Fayisa Fikadu Galata

Volume/Issue : Volume 6 - 2021, Issue 7 - July

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This study investigates the practice of English language productive skills’ continuous assessment in preparatory schools. Survey research design was used in the study. Both quantitative and qualitative methods were used. Data for this research was gathered from 18 (eighteen) teachers through questionnaire and 9 (nine) students through interview for in relation to speaking Skills. On the other hand, it was gathered from 120 (one hundred twenty) students through questionnaire and 6 (six) EFL teachers through interview regarding writing skills. The internal reliability of the instrument was checked before the questionnaire was actually administered. Moreover, the researcher had also checked the questionnaire items for its validity before it was actually administered. The result obtained showed majority of EFL teachers of preparatory school in West Wollega seem to lack awareness that continuous assessment can provide opportunity for assessing learners’ productive skills more effectively than a single terminal exam.. On the other hand, data collected from student respondents shows that various techniques of continuous assessment are not being used for assessing productive skills in selected West Wollega preparatory schools. As the results of data gathered through both the questionnaire and interview illustrate, most of grade eleven EFL teachers at selected preparatory schools of West Wollega did not provide immediate and continuous or frequent feedback to the learners’ performance constructively in their writing and speaking classes. This reveals that there is the dominance of the tests in the school. Finally, based on the findings of the study, it was suggested that the concerned bodies in collaboration with zone education office, and the districts education office etc. have to organize continuous training for EFL teachers to create awareness, the teachers themselves should engage in continuous assessment practice which is policy supported directive to improve student language learning and the Students, on the other hand, should be actively engaged in assessing themselves and their peers.

Keywords : Assessment, continuous Assessment, Language Skills, Productive Skills and Receptive Skills


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