Challenges in Assessment Methods and Practices across Departments by Secondary School Teachers in the South West Shoa Zone, Ethiopia

Abstract

This study was conducted to assess the most widely used assessment methods and practices across
departments and the challenges that hinder high school teachers’ classroom assessment. To this end,
it employed descriptive survey design. Data were collected from 197 teachers’ by using questionnaire
adapted from Zhang and Burry-Stock (2003) assessment practice inventory, and some open-ended
items developed to measure challenges. The data was analyzed using quantitative data analysis methods.
Moreover, the findings regarding challenges in classroom assessment practices from the qualitative
open-ended questions were analyzed and presented by content analysis using words and sentences.
The result indicated that teachers mostly use traditional assessment methods than alternative
assessment. It also revealed that there were statistically significant differences across departments
in constructing test items, F (2,172) = 190.849, p < .05, communicating assessment results, F (2, 172)
= 208.963, p < .05, and grading, F (2, 172) = 63.935, p < .05. In contrast, no statistically significant
differences were found across departments in analyzing test results and test revisions and using performance
assessment practices. Furthermore, teachers’ attitude and belief, shortage of time, lack of
resources, assessment training gap and large class size were major identified challenges. Eventually,
the researchers would like to suggest that teachers should focus on using the alternative forms of assessment
than traditional assessment methods.