Continuous assessment is part and parcel of instructional process that has to be taken as a key tool in educational quality assurance endeavor. Thus, this article examined the actual practice of continuous assessment in primary schools of Chagni City Administration, Ethiopia. To address this purpose the study employed descriptive survey design. The data collected from randomly selected sample of 72 primary school teachers was analyzed by using one-sample t-test. There is discrepancy between the perceived purpose of continuous assessment and its actual practice. In conclusion, the practice of continuous assessment in primary schools lacks harmony and consistency. Developing harmonized continuous assessment policy or guideline is forwarded to the government as recommendation.