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Doctoral Thesis / Dissertation from the year 2014 in the subject Pedagogy - School System, Educational and School Politics, Haramaya University, language: English, abstract: The effective Assessment of automatic promotion practice requires complementary and more systematic changes in the schools. This study was designed to assess automatic promotion in light of these requirements. It conducted to answer some basic questions what are the statuses of automatic promotion policy practices? What are the views of stakeholders of education about automatic promotion? What are the problems related to automatic promotion practices? What remedial measures can be taken to overcome the challenges? Depending the above research questions The study was conducted in 25 schools as sources of information from the four Districts of Bale zone oromia Region, 230 teachers of the grades 1-3, 30 principals and 9 District Education experts and 5 CRC supervisors, 105 PTA members were taken as sources of information. The design of study used descriptive survey both quantitative and qualitative method the data was collected through questionnaires, interview, document, focus group discussion. The data obtained were analyzed mainly using percentage, chi-square and qualitative presentation in addition purposive sampling and simple random sampling techniques used. The results of the study reveals that the awareness of teachers about the reasons behind the introduction of automatic promotion in the schools, and about the different alternative strategies other than retention and automatic promotion in dealing with low-performing students. Teachers seem to know all the implications of automatic promotion in their teaching practices. But, in practice, teachers ‘utilization of continuous assessment and implementing mechanisms of automatic promotion is poor. They are also poor in applying different corrective measures to help low-performing students individually. The main criterion that is used in the schools to make promotion-retention decisions is continuous Assessment. It is necessary to provide schools with relevant publications on the issue of retention versus automatic promotion, different mechanisms of continuous Assessment and encourage teachers to conduct action research in their respective schools. It is also important to provide teachers with continuous assessment and promotion guides, well-developed and observational techniques and alternative materials. Finally, it is advisable to improve teachers’ awareness and skill about all the implications of automatic promotion through in-service courses, seminars, conferences, workshops and field-trips.