Teachers’ Beliefs and Practices on Continuous Assessment in English Language Classroom

Abstract

This study entitled “Teachers’ Beliefs and Practices on Continuous Assessment in English Language Classroom’’. It was carried out to find out the teachers’ beliefs on the use of CAS and to find out the practices adopted by teachers in CAS in English languages classes. An ethnographic research design is used in this study .Two basic level English teachers from private schools of Kathmandu district were selected as a sample for this study by using purposive non- random sampling procedure. In this study, observation checklist and dairy, unstructured interview were used as the research tools to collect required data. Similarly, the collected data were analyzed descriptively and interpreted the thematically. The major findings of this study showed the teachers believe take CAS as a formative evaluation system which improves students’ learning.CAS is the way of assessing systems. It avoids the fear of exam to the students. Using portfolio was the major tool to keep the records of the students. From the interview, it was found that teachers pointed some weaknesses on CAS such as difficult to apply, less priority to the study and little bit expensive. This thesis consists of five chapters and others sub-chapters. The first chapter deals with background of the study, statement of the problems, objectives of the study, research questions, significance of the study, delimitation of the study, and operational definition of the key words. The second chapter consists of review of theoretical literature, empirical literature review, implication of the review for the study and conceptual framework. Similarly third chapter is about methodology used in this study. It deals with the design of the study, population of the study, sampling procedures and ethical consideration. Likewise, the fourth chapter consists of result and discussion, and the analysis and interpretation of the data. In the same way, the fifth chapter presents the findings, conclusions and recommendations related to the policy level, practice level, and further research of the study on the basis of analysis and interpretation of data. At the end references and appendixes are presented.