Teachers’ Conceptions, Practices and Challenges of Assessment for Learning in Secondary Schools of East Wollega Zone, Oromia Regional State

Abstract

This study was conducted to investigate secondary school teachers’ conceptions, practices, and challenges of assessment for learning in East Wollega Zone, Oromia Regional State, using a concurrent research design. After clustering 18 districts of East Wollega Zone into four areas, eight secondary schools were selected by a simple random sampling technique. Then, 202 teachers, 4 principals, and 8 department heads were selected from the sample schools by a simple random sampling technique. After the data was collected using interviews and questionnaires, quantitative analysis was made using descriptive statistics, while theme analysis was used for qualitative data. The result revealed that teachers perceive assessment as important for learning as it develops confidence and accountability for students’ learning and improves low achievers' performance. However, task-based activities were not included in the assessment technique, and slow learners earn high marks in group assignments. Few teachers make their students recognise unethical acts like being dependent, copying assignments from one another, and cheating on the exam. Large class sizes, shortage of time, and teacher load were seen as major challenges to implementing assessment for learning. Finally, it was recommended that teachers prepare different assessment techniques that involve students to become more active in their learning and improve their performance. Furthermore, training has to be facilitated by Zonal Education Bureaus with the consultation of Wollega University's College of Education and Behavioural Science for secondary school teachers on how to investigate students’ problems, give focused, timely feedback, measure students’ learning outcomes, and manage a large class size.