Özet:

Background: This study provides the insights of teachers in the significance of continuous assessment system (CAS) for students. Continuous assessment means ‘the regular evaluation of the learning process’. This form of testing can be counted in whole, in part or not at all in the students’ final scores. The ultimate objective of continuous assessment is to increase the learning effect. Research (Dochy & McDowell, 1997) has indicated that continuous assessment has a greater learning effect than does test only at the end of the learning process. Objectives of this study are to find out the perception of population teachers on continuous assessment system practice, to explore the problems in the implementation of CAS and to recommend pedagogical implications based on the findings of the study. Methods: This study is based on analytical research design. Data was collected from informants by using questionnaire (structured and semi-structured). Out of 35 community schools 40 teachers were selected using simple random sampling procedure. There are 40 teachers who are teaching population education in 35 community schools. Responses of each open ended question was collected, listed, and analyzed separately. Results: Majority of the respondents 57.5 percent strongly agreed to the statement that CAS decreased the students absent rate in class. Similarly, 50 percent of the teachers strongly agreed with the statement that CAS reduced the dropout rate of students. Data shows that highest percentage (45%) strongly agreed with the statement that CAS helped in effective in teaching learning activities, whereas only 2.5 percent of them totally disagreed. Maximum percentage (65%) of the teachers agreed with the statement that CAS is effective for the encouragement and inspiration of students. Conclusion: The data reveals that the continuous assessment system (CAS) is very effective to enhance the achievement of the learners. Besides, it helps in decreasing the students absent rate as well as reducing the dropout rate. In making teaching learning effective CAS plays a vital role. Portfolio of each student proved to be very influential in the remedial feedback to learners which helps to improve their learning level. Insufficient resources (e.g., human, financial) are the challenging factors for effective CAS program which needs to be conquered.

Anahtar Kelimeler: