EFL TEACHERS' PERCEPTIONS AND PRACTICES OF CONTINUOUS ASSESSMENT IN READING CLASS: A CASE OF GRADE 10 AT DILLA SECONDARY SCHOOL

Abstract The objective of this study was to ascertain how EFL teachers in Dilla Secondary School Grade 10 perceived and used ongoing assessment in reading class. With the intention to cope with this motive, descriptive survey research design was employed: both quantitative and qualitative data were collected through questionnaire, interview, classroom observation and documents review. From three secondary schools in Dilla town under city administration, Dilla secondary school is selected randomly. Totally, 1170 students were there in the school in grade 10. 290 were selected by using systematic random sampling. And,3 English language teachers were selected by comprehensive sampling. Questionnaire was used for the sampled 290 students and interview, classroom observations and document analysis were held with the three English teachers who teach grade ten students. The data which had been collected from students’ questionnaire was analyzed, by means of quantitative method of data analysis using simple descriptive statics (frequency, percentage) of SPSS version-23. Interview, classroom observation and document review were analyzed and interpreted qualitatively. To make the findings easily understandable for the readers’ tables were aptly presented. The finding revealed that grade 10 EFL teachers had sufficient knowledge of the purpose and principles of CA. However, there was a gap in practicing CA in reading lesson. Despite the fact that, there are numerous tools in evaluating reading skills, few of them were only practiced within the reading lessons, and with regard to the provision of feedback, instructors did not properly offer feedback to learners in teaching and learning of reading. Concerning the factors that impede the use of ongoing assessment in teaching reading lesson, there were bulky number of learners in class; number of classes given to the teacher; lack of students’ textbook and limited time available in the classroom for each session were identified as primarily imbedding factors for the implementation of CA in their reading lessons. Subsequently, it become endorsed that In order to effectively use CA in education, instructors and learners be given training in the subject; the involved parties offer prepared materials available and reduce quantity of learners in each class.