Vol. 5 (2020): American Journal of Educational Research and Reviews

Praxis of Assessment for Learning in Ethiopian Higher Education Institutions: The Case of Dire Dawa University

Sintayehu Belay1, Ashenafi Tesfaye2
1Bahir Dar University and Dire Dawa University, Ethiopia.2Haramaya University and Dire Dawa University, Ethiopia.


  • Self-assessment; Formative assessment; Summative assessment; Assessment for learning

How to Cite

Sintayehu Belay1, Ashenafi Tesfaye2. (2020). Praxis of Assessment for Learning in Ethiopian Higher Education Institutions: The Case of Dire Dawa University. American Journal of Educational Research and Reviews, 5(1), 65. Retrieved from https://escipub.org/index.php/AJERR/article/view/296


Improving the quality of teaching and learning is an ultimate goal of continuous assessment (CA). This study attested that the perceived opportunities of continuous assessment for quality teaching and learning in Dire Dawa University, Ethiopia. To this study purpose survey research design was employed. A sample of 73 instructors and 289 students were involved in this study. The data collected through five-point Likert’s scale questionnaire was analyzed using SPSS 20 and one-sample t-test was used as data analysis method. The reliability of instruments was computed using Cronbach alpha and therefore, all instruments had presumably acceptable liability coefficients. The study found that the instructors and students have acknowledged the opportunities of CA to improve the quality of teaching and learning in HEIs. If CA is to fit for purpose the need to re-balance assessment for grading (summative assessment) and assessment for learning (formative assessment) and to design competency-based assessment rubric was recommended.


  1. Abiy Yigzaw. (2013). High school English teachers’ and students’ perceptions, attitudes and actual practices of continuous assessment. Academic Journals, 8(16), 1489-1498.
  2. Abiy Yigzaw & Alemayehu Bishaw. (2015). Primary school teachers’ knowledge, attitude and perceived practice of continuous assessment. Ethiopian Journal of Education & Science, 11( 1), 49-60.
  3. Alausa, Y. (2006). Continuous assessment in our schools: advantages and problems. Retrieved from http://www.ednet.na/Resouces/Reform%20 Forum/journal9/journal%209% Article%202.pdf.
  4. Arega Mamaru.(2014). Classroom assessment manual for primary and secondary school teachers. NEAEA, Addis Ababa.
  5. Assessment Research Consortium (ARC). (2016). Evolving Assessments for a 21st Century Education. Retrieved from http://curriculumredesign.org/
  6. Awofala, A., & Babajide, V. (2013).Examining attitude towards continuous assessment practices among Nigerian preservice STM teachers.Journal of Education and Practice, 4(13), 37-49.
  7. Aytaged Sisay. ( 2013). A comparative study on the practice of continuous assessment between Addis Ababa and Unity Universities. Global Journal of Comparative Education, 1(1), 50-58.
  8. Bimrew Alemu. (2012). Overview of growth and transformation plan (GTP). Proceedings of the 21st Annual Conference of the Ethiopian Statistical Association, pp. 17-26.
  9. Birhanu Moges. (2013). Continuous assessment issues and practices in secondary schools of Oromia Regional State, Ethiopia: the “big picture” of assessment mechanism. PJ Palgo Journal of Education Research, 19-41.
  10. Creswell, J. (2012).Educational research: planning, conducting, and evaluating quantitative and qualitative research (4th ed). USA: Pearson Education, Inc.
  11. Daniel Yilma .(2014). The implementation of active learning and continuous assessment in Pentecostal Theological College [Unpublished Master’s Thesis]. Addis Ababa University, Addis Ababa, Ethiopia.
  12. Desalegn Chalchisa.(2014). Practices of assessing graduate students’ learning outcomes in selected Ethiopian Higher Education Institutions. Journal of International Cooperation in Education, 16(2), 157 – 180.
  13. Educational Testing Service (ETS). (2003). Linking classroom assessment with student learning . Retrieved from WWW.ETS.ORG
  14. EQUIP1 (2003). Educational quality in the developing world, EQ Review, 1(1), 1-3
  15. Fisseha Mikre .(2010). Review article: the roles of assessment in curriculum practice and enhancement of learning. Ethiopian Journal of Education & Science, 5( 2 ), 101-114.
  16. HESC. (2012). A guideline for modularization to Ethiopian higher education institutions. Organized by Higher Education Strategy Center (HESC), Ministry of Education, Ethiopia.
  17. Hipkins, R. (2015). Learning to learn in secondary classrooms. Retrieved from http://assessment.tki.org.nz/ assessment-in-the- classroom/Assessment-for- learning-in-principle.
  18. ICDR .(2002). Teacher Education Handbook. Addis Ababa , Ethiopia: FinFinne Printing and Publishing Press.
  19. Jones, C. (2005). Assessment for learning: vocational learning support programme. Retrieved from www.LSDA.org.uk
  20. Kapambwe, W. (2010). The implementation of school based continuous assessment (CA) in Zambia. Retrieved from http://www.academicjournals.org/ERR
  21. Kassahun Melesse .(2013). Perceived instructional and assessment practices as related to academic achievement of mathematics students in Jimma University. Ethiopian Journal of Education & Science, 8(2), 35-56.
  22. McCulloch, M. (2007). An introduction to assessment. Retrieved from http://www.gla.ac.uk/services/learn
  23. Mpapalika, K. (2013). Tanzania science teachers’ practices and challenges in continuous assessment. Retrieved fromhttp://wiredspace.wits.ac.za/bitstream/handle/0539/15822/MASTERS%2520DISSERTATIO N.pdf%3 Fsequence
  24. MoE. (1994). Education and training policy. Federal Democratic Republic of Ethiopia, Addis Ababa. ST. GEORGE PRINTING PRESS.
  25. MoE.(2011). Handbook: higher diploma programme for teacher educators. Addis Ababa, Ethiopia.
  26. Nitko , A.J.(2004). Educational Assessment of Students (4th ed.). Ohio: Merrill Prentice Hall.
  27. Office of Learning & Teaching. (n.d). Closing the loop: curriculum, pedagogy, assessment & reporting. Retrieved from http://www.sofweb.vic.edu.au/blueprint/fs1/assessment.asp
  28. O’Farrell, C. (n.d.). Enhancing student learning through assessment: a toolkit approach. Retrieved from www.tcd.ie/teaching-learning/academic… /assets/pdf/
  29. Pietikäinen, P. & Karinen, R. (2016). Continuous assessment as a tool for deeper learning. Retrieved from www.sefi.be/
  30. Spiller, D. (2009). Assessment: feedback to promote student learning. Retrieved from www.waikato.ac.nz/tduTeklebrhan Berhe & Samuel Embiza. (2015). Problems and prospects of implementing continuous assessment at Adigrat University. Journal of Education and Practice, 6(4), 19-26.
  31. Tomlinson, C., Moon, T. & Imbeau, M.(2015). Assessment and student success in a differentiated classroom, white paper. Retrieved from WWW.ASCD.ORG
  32. Yared Nigussie (2012). Quality of education in selected colleges of Addis Ababa University.
  33. Proceedings of the 21st Annual Conference of the Ethiopian Statistical Association, 46-57
  34. Yiheyis Seyoum and Getachew Seyoum. ( 2014). The implementation of continuous assessment in writing classes the of Jimma College of Teachers Education. Ethiopian Journal of Education & Science, 10( 1), 109-135.