ASTUDY OF ENGLISH LANGUAGE CLASSROOM ASSESSMENT PRACTICES IN EASTERN HARAGHE SECONDARY SCHOOLS, ETHIOPIA

Abstract

The study was intended to investigate English language classroom assessment practices in East Hararghe secondary schools. 16 English language teachers were purposively selected for interview, and questionnaire was collected from 126 teachers who were teaching the same grade level from three sampled clusters. The study used mixed method approach and exploratory sequential research design. Pragmatism that fits the nature of this study was used as a philosophical paradigm. In order to obtain relevant information, interview, document analysis and questionnaire were employed. The qualitative data were thematically analyzed. Later, descriptive and inferential statistics were used to analyze the quantitative data. The findings revealed that EFL teachers had multiple conceptions regarding classroom assessment. Accordingly, some of these conceptions are students‟ accountability in their own achievement, schools accountability in students‟ assessment and assessment for improving students‟ learning and instruction, and assessment for managing students. In addition, English language teachers‟ assessment is guided by assumptions: school rules, interest of students, teachers‟ pre-conceived assumptions i.e. teacher-centered and finally led by time constraints, and their practices reflect more of traditional approach. Moreover, the finding indicated that school administrators want teachers to focus on national examinations. Finally, school administrators, teachers, students‟ and context related factors were some of challenges identified by EFL teachers. Based on the findings of the study, it was concluded that EFL teachers‟ English language classroom assessment practices are dominated by traditional assessment methods: summative, grammar oriented, objective items, and influenced by school administrators pressure and the challenges. Altogether the results indicated misalignment between EFL teachers‟ classroom assessment practices and curriculum intentions. Hence, the findings suggest several courses of actions for the concerned bodies: teachers, school leaders as well as education leaders to work together to improve classroom assessment culture from merely teacher-centered to student-centered