SHERKABU, D. 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, [S. l.], v. 4, n. 1, p. 68–79, 2019. DOI: 10.20372/ajold.2019.4.1.5. Disponível em: http://journals.epsu.edu.et/index.php/ajold/article/view/141. Acesso em: 12 jan. 2026.