Challenges of Implementing Continuous Assessment in Wollega University

Abstract

Continuous Assessment (CA) is an issue for educational practitioners in Ethiopia, including higher institutions. Wollega University, one of the higher educational institutions, has been implementing CA since its establishment in 2007. However, there were some observed problems with its implementation. Hence, the objective of the study was to investigate the challenges instructors face in implementing continuous assessment at Wollega University. To this end, the researchers employed a survey research design based on a mixed-methods approach. Primary and secondary data gathering instruments, namely, questionnaires, FGDs, and document analysis, were used. The samples of the study were 218 WU instructors selected randomly to fill out questionnaires, and 28 instructors and 33 students selected purposefully to participate in FGD from the three campuses. For the quantitative data, statistical tests were performed using the Statistical Package for Social Sciences (SPSS) for Windows, version 21.0, and for the qualitative data, thematic analysis was employed. Specifically, for the quantitative data analysis, descriptive statistics (frequency and percentage) and a paired sample t-test were applied. The results showed that CA results were inflated compared to the final exam results. CA was not implemented as expected due to instructors' lack of awareness of CA objectives, absence of a clear manual for CA implementation, insufficient materials for students, large class size, students' poor English language proficiency, group work burden for relatively clever students, lack of time for block courses, and vast content courses. Some of the recommended solutions to the challenges are: designing a guiding manual for CA implementation; providing training for instructors on how to implement CA; curricular revision; fostering cooperation among stakeholders; and giving students preparation time for mid- and final exams.