PRACTICE AND CHALLENGE OF CONTINUOUS ASSESSMENT IN PHYSICAL EDUCATION; IN THE CASE OF SOME SELECTED SECONDERY SCHOOLS SIDAMA ZONE

The purpose of the study a survey on the current status of continuous assessment in physical<br> education class in Sidama Zone some selected woreda secondary schools. Five basic questions<br> were raised to achieve the objectives of the study. To answer these basic research questions,<br> descriptive survey research method was employed. For the study three wereda high schools were<br> purposely selected for the setting of this study. From the total students of the schools<br> approximately 5873, the sample size 280 male and 120 female generally 400 students were<br> randomly selected from grade 9 and grade 10, nine (18) physical education teachers purposely<br> selected as the sample. The needed data were obtained by means of questionnaires distributed to<br> 18 physical education teachers and to 400 students, interview which was designed for physical<br> education teachers and finally observational check list was used and percentage was used as a<br> main technique of analysis for quantitative data and qualitative data were analyzed<br> quantitatively (in words). The data were analyzed using SPSS. Accordingly the research revealed<br> the following results, mostly the schools indicate the following problems; most physical<br> education teachers did not include a variety of continuous assessment tools/ techniques in their<br> plan, they did not use in the class activities. As a result the status of continuous assessment<br> implementation was far from the standard and they concentrated on few tools and large class<br> size, shortage of time, lack of teaching aids lack of availability of a few or no instructional<br> media, lack of awareness about continuous assessment, teacher’s class load, and the student’s<br> negative attitude towards the subject matter. As a result, it is difficult to practice continuous<br> assessment in physical education class. Therefore, physical education teachers were not<br> carrying their responsibilities such as awareness creation, using Varity methods of teaching,<br> facilitating to full fill materials and generally they did not show their commitment.