| dc.description.abstract | Assessment is considered the process of
making judgments about a student's performance on
a particular task. It consists of a wide range of
methods for evaluating student’s performances and
attainments including formal testing and
examinations, practical and authentic assessments,
and classroom-based assessments conduct by
teachers. This study examined the perceptions of
teacher trainees on the implementation of
continuous assessments in National Colleges of
Education in Sri Lanka. The selected population of
the study was the batch of teacher trainees in the
selected National College of Education and the
sample for the study was 200 teacher trainees
randomly selected from five National Colleges of
Education. A questionnaire and interviews were
applied to gather data from selected teacher trainees.
Quantitative data were analyzed and described using
frequency and percentage descriptive statistical
tools, and interviews were analyzed qualitatively.
The findings of the study have revealed that there is
an effective perception of continuous assessment as
they have an awareness that continuous assessment
develops the knowledge, attitudes, and skills of the
teacher trainees. It was recommended that the
Academic section of the National College of
Education should systematically regulate focusing on
whether lecturers implement proper training on
continuous assessment methods for teacher trainees
in each subject and that sources such as books,
magazines, and researches should be provided to
study the information needed to write assignments,
and the library should be open on weekends as there
is no sufficient time on weekdays to use it. | en_US |
