| Abstract: | Continuous classroom assessment and diverse examination formats are frequently cited as
important tools for supporting better educational attainments, especially in terms of fostering
active, individual, and deep learning. While perceived as underutilized potential, we require
harnessing to maximize learning potential. In spite of the ongoing debate and unimplemented
uniformity, classroom continuous assessment and diverse examination formats remain
controversial and inconsistent. Therefore, the purpose of this study is to examine classroom
continuous assessment practices and exam composition diversity, their role in educational
outcomes, and contributing factors to lower-quality classroom continuous assessments in private
higher education in Ethiopia. Through exploratory research design and a stratified random
sampling method, 230 students were selected; in addition, 12 faculty members, 18 course outlines,
and 11 final exam sheets of regular students with grades of 35–60% were used. Analyses of
qualitative and quantitative data were conducted using descriptive statistics and theme analysis.
Results show that continuous assessments are present in the majority of academic semesters
(ranging from 0.43% to 65.22%), and they are the most popular choice among students. The
composition of the final exams also tended to be significant but declined to a conventional
multiple-choice, true-false, matching, or less time-consuming exam type or less critical thinking
and problem-solving skills. Most students (88.70%) consider continuous assessment models to be
better at evaluating their learning progress than traditional summative exams alone. Nevertheless,
continuous assessments and diversity in exams interfere with students' abilities to complete their
assignments on time, cause the occurrence of exam anxiety and extra workloads; this should be
mitigated with effective strategies. By way of enhancing the quality of higher education in
Ethiopia, we need to follow up on the practices and promote classroom continuous assessment
and innovative, diverse examination formats that have a role in critical thinking, problem-
solving skills, active and Deep learning |
