Perceptions among Principals and Teachers on Continuous Assessment Grade Inflation in Class VI: A Study from Mongar Dzongkhag

Abstract

This mixed-methods study examined teachers’ and principals’ perceptions of Continuous Assessment (CA) grade inflation among Class VI students in Mongar Dzongkhag, Bhutan. Data were collected from 157 participants (128 teachers and 29 principals) of 28 schools using a five-point Likert-scale questionnaire, complemented by interviews with five teachers and five principals. Findings indicated a high perception of CA grade inflation among teachers (M = 3.89, SD = 0.74) and principals (M = 3.60, SD = 0.86). Institutional accountability and pressure were also rated highly by teachers (M = 4.00) and principals (M = 3.92). Teachers particularly identified assessment guidelines, rubric and subjectivity ambiguity (M = 4.34) and inconsistent CA implementation (M = 4.17), while principals emphasized resource constraints (M = 4.11), specialized training (M = 4.09), and monitoring (M = 3.83). Qualitative findings reinforced these concerns, highlighting institutional pressure, unclear assessment criteria, resource limitations, inconsistent implementation, and stakeholder expectations. CA–BCSEA discrepancies were considered as contextual evidence alongside stakeholder perceptions rather than as standalone evidence of grade inflation. The study recommends clearer assessment rubrics, systematic moderation, strengthened monitoring, and targeted professional development to enhance the  reliability and credibility of CA.