Abstract
Continuous assessment programs are externally directed, curriculum-based assessment schemes used for both summative and formative purposes by teachers within classrooms. Since the 1970s, continuous assessment schemes have been implemented within several developing countries, often in an attempt to improve teacher assessment practice and minimize the deleterious effect of high stakes public examinations. To date, few evaluations of continuous assessment in these contexts have employed a formal model or an explicit mixed methods research design. This paper reported on a theory-driven evaluation, which frames a mixed methods investigation of the Trinidad and Tobago Continuous Assessment Program (CAP). The qual→ QUAN→ qual multiphase mixed methods design is briefly described, but the focus is upon the construction and use of integrated findings. Integrated findings do appear to have greater policy relevance and provide deeper insight into the complex interplay among contexts, beliefs, and assessment practice. However, given the turbulent and complex policy-making environment to date, use of the evaluation findings remains limited.