[1]
Abadama, D.S. 2019. The Effect of Teachers’ Classroom Test Writing Practices on Students’ Perceived Ratings of Continuous Assessment and College Cumulative Grade Point Averages: The Case of Ethiopian Civil Service and Adama Science and Technology Universities. African Journal of Leadership and Development. 4, 1 (Jun. 2019), 68–79. DOI:https://doi.org/10.63990/2019ajoldvol4iss1pp68-79.