Exploring the Practices and Challenges of Continuous Assessment: Teachers' and Students' Perceptions at Khulna University

Continuous assessment is an important component of any teaching-learning process to enhance learners' learning experience. The study aims to explore the practices and challenges of continuous assessment at Khulna University, focusing on the perspectives of teachers and students. A qualitative research design explored in-depth perspectives on CA practices. A total of 24 respondents were selected using purposive sampling, comprising 8 teachers and 16 students from 8 schools at Khulna University. Data was collected through semi-structured interviews with teachers and students, ensuring rich and diverse insights. Thematic analysis was employed to identify patterns and extract meaningful themes from the collected data. The study found that continuous assessment practices are implemented inappropriately and prioritized grading over learning, with insufficient feedback, a lack of diverse assessment methods, and minimal student engagement. Teachers faced challenges like course overload, time constraints, and limited professional development, while students experienced academic pressure, unclear guidelines, and stress. Moreover, students also face various types of challenges like huge academic pressure, inequal contribution in group task, lack of flexibility, assignment stress and anxiety. The study has significant gaps between CA's intended goals and its actual implementation, emphasizing the need for reforms. The implications of these findings for the effective implementation of continuous assessment practices in higher education.

• Supervision