Teachers' Beliefs, Perceived Knowledge, and Self-Reported Practices Regarding Formative Continuous Assessment: A Correlational Study from Gondar, Ethiopia

Aragaw Shibabaw Molla; Sisay Fekadie Molla

doi:10.56741/IISTR.jpes.002479

Authors

Aragaw Shibabaw Molla University of Gondar https://orcid.org/0009-0004-6332-128X
Sisay Fekadie Molla
sisayfekadie2014@gmail.com
University of Gondar https://orcid.org/0009-0003-8186-9938

Keywords:

Correlational Study, Ethiopia, Formative Continuous Assessment, Perceived Knowledge, Teachers' Beliefs

Abstract

This study investigated the interrelationships among teachers' beliefs, perceived knowledge, and self-reported practices concerning formative continuous assessment (FCA) in Gondar City, Ethiopia. Employing a quantitative correlational design, data were collected from 182 grade 5–8 teachers across four subject areas (Amharic, English, Mathematics, and Biology) through a structured, expert-validated questionnaire using a four-point Likert scale (response rate = 91.0%). Pearson product-moment correlation analyses, supported by bias-corrected accelerated (BCa) bootstrapping with 2,000 resamples, revealed statistically significant positive associations among all three constructs. The most robust relationship emerged between perceived knowledge and practice (r = .608, p < .01), followed by the belief–knowledge link (r = .568, p < .01), and a moderate yet substantively meaningful belief–practice association (r = .461, p < .01). Subsequent multiple regression analysis identified perceived knowledge as the primary predictor of FCA practice (β = .512, p < .001), with the overall model accounting for approximately 38.9% of the variance in practice (adjusted R² = .383). Teacher beliefs also contributed a statistically significant, albeit smaller, independent effect (β = .170, p = .018). These findings indicate that teachers' self-assessed FCA knowledge functions as the principal driver of classroom implementation within Ethiopia's newly adopted curriculum, underscoring an urgent need for targeted, practice-embedded professional development designed to strengthen formative assessment literacy.

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Author Biographies

Aragaw Shibabaw Molla, University of Gondar

is affiliated with the Department of Ethiopian Language and Literature (Amharic), College of Social Sciences and the Humanities, University of Gondar, Gondar, Ethiopia. His academic interests include Ethiopian languages, Amharic language and literature, literary studies, cultural studies, and related humanities research. (email: aragawshibabaw@gmail.com).

Sisay Fekadie Molla, University of Gondar

is affiliated with the Department of Educational Planning and Management, College of Education, University of Gondar, Gondar, Ethiopia. His academic interests include educational planning, management, leadership, institutional development, and related issues in education. He is involved in academic and research activities within the field of educational administration and management. (email: sisayfekadie2014@gmail.com).

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