Investigating the Relationship between the Results of the Continuous and Final Assessment of Rudehen's First High School Students Running title: Studying students' continuous and final scores

This study aimed to investigate the relationship between continuous assessment results (as a predictor variable) and final assessment results (as a criterion/predicted variable) in Rudehen's first high school students. This is an applied research study in terms of purpose and descriptive correlation of survey type in terms of method. The statistical population consisted of first-year female high school students studying at Rudehen High School in 2020-2021. The random cluster sampling method selected two hundred seventeen people using the Cochran formula. Then, students' academic records were searched. The scores of the three subjects studied in the research (i.e., Arabic, English, and Social Studies) in the seventh, eighth, and ninth grades were extracted and classified. Data were analyzed using Pearson's correlation test using SPSS software. The results showed a significant positive relationship between formative and final assessment scores in the study sample (r = 0.644, p = 0.000 and R² = 0.552). The first high school students' continuous assessment scores predicted about 31%, 39%, and 51% of the variance of the final assessment scores in Arabic, Social Studies, and English, respectively. There is an academic failure between students' mid-term and final grades in Arabic language and Social Studies. Slightly insignificant growth was observed between students' mid-term and final grades in the English course.