Continuous Assessment in Lower Cycle Primary Schools
Abstract
Continuous assessment has become a critical component of educational reform in lower primary schools. Policy makers and educational
administrators often see continuous assessment as a measure of educational quality and accountability for students' performance. This study
is undertaken to clarify the concepts and benefits of continuous assessment and to help teachers develop continuous assessment tools for classroom
use. More specifically, an effort has been made to review the definition, principles, benefits, reasons, kinds, and tools of continuous assessment. It
is believed that the materials included in this paper are highly valuable for teachers and trainers dealing with continuous assessment in primary
schools.
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References
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Primary Schools in Malawi. Retrieved from http://www.eguip123.neUdocs/Linking%20Continuous%20Assessment%20
and%20Teacher%20Development.pdf, on September 15, 2005.
Capper, J. (1996). Testing to Learn-Learning to Test Improving Educational Testing in Developing Countries. New York: Academy for Educational
Development
Chilora, H., du Plessis, J., Harris, A., Kamingira, Y., Mchazime, H., Miske, S., Phillips, A., and Zembeni, G. (2003). Continuous Assessment for
Standard j: A Training Manual for Educators in Malawi. Washington,DC: American Institutes for Research.
Desalegn Chalchisa (2003). Is Continuous Assessment Implemented in the First Cycle Primary School in Addis Ababa? Implications for future
training, unpublished paper.
Daniel Zewdie and Desalegn Chalchisa (2001). A Study of Continuous Assessment: Concepts, Techniques and Status of its Application in
Grades 1-4. A Study sponsored by Region 14 Education Bureau.
Mkhonta, L. A. (2003). Continuous Assessment At Primary School In Swaziland. In Learner Assessment for Improved Educational Quality: An Exchange
of Current Ideas and Best Practices. Southern Africa Conference on Continuous Assessment: June 30 - July 2, 2003 Retrieved from
http://www.equip123.neUarchivele1-001 .pdf, on September 6, 2005.
National Institute for Educational Development (NIED) and Ministry of Basic Education and Culture (1999). Towards Improving Continuous
Assessment In Schools: A Policy and Information Guide. Republic of Namibia. Retrieved from www.edsnet.na/Resources/assessmenU
Towards%20Improving%20CA%20in%20Schools.pdf, on September 5,2005.
Plessis, J. du; Prouty, D.; Schubert, J. ; Habib, M.; and George, E. St. (2003). Continuous Assessment: A Practical Guide for Teachers. Improving
Educational Quality (IEQ) Project, American Institutes for Research, NW, Washington. Retrieved from http://www.ieq .org/pdf/CA Practical Teachers.pdf on_October 8, 2005.
Smith M.K. (2002). Malcolm Knowles, Informal Adult Education, Self-direction and Andragogy. Retrieved from http://www.infed.org/thinkers/et-knowl.htm.
on October 13, 2005.
TGA (1994). Education and Training Policy. Ministry of education, Addis Ababa,Ethiopia.
USIAD (2003). Continuous Assessment. EQ Review, 1 (1), 1-3. Retrieved from http://www.equip123.netlEQ Review/1 1.pdf, on October 8, 2005.
