The Implementation of Continuous Assessment in Teaching English: in the Ethiopian Preparatory Schools: a Case of South Gondar Zone

After the fall of the military regime in Ethiopia in 1991, the new government introduced a reform in all the social, political and economic aspects of the country which affected the lives of the Ethiopian people. As part of this change, a new education and training policy was introduced in the education sector. The policy has its own strategy to accomplish the goals and aims of the ministry of education. Continuous Assessment and Active learning & teaching methods were introduced in the education system starting from the primary to the tertiary levels. Many stakeholders were arguing about the practice of teaching and assessment system when these things were introduced in the schools. As opposed to the traditional paper-pencil test, continuous assessment was a new event in the Ethiopian government schools where many were not aware of its advantage and disadvantage. There were many challenges and opportunities in exercising the whole reform of the education sector. This study describes the birds? eye-view of the events of the schools in a particular zone in the Amhara regional state of the federal democratic republic of Ethiopia.