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 meth-ods. 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.