Authors :
Betty Namaalwa; Dr. Josephine Bweyale; Dr. Oscar Mugula
Volume/Issue :
Volume 9 - 2024, Issue 3 - March
Google Scholar :
https://tinyurl.com/bdrzmard
Scribd :
https://tinyurl.com/3hm4euxv
DOI :
https://doi.org/10.38124/ijisrt/IJISRT24MAR107
Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.
Abstract :
The study investigated the stakeholders ’views
on assessment of Competence-Based Curriculum (CBC)
in selected Secondary schools A and B found in Kampala
District. Assessment under the CBC involves both
formative and summative assessments, with formative
assessments accounting for 20% and summative
assessments accounting for 80% of the evaluation.
Teachers should frequently assess the learners using new
assessment methods of CBC. Teachers are also required
to change from a norm-referenced to a criterion-
referenced judgment of learners’ capabilities or
competencies to determine their progress. The study was
guided by curriculum implementation theory by Gross et
al (1971). The study adopted a qualitative research
approach that analysed the stakeholders’ views on
assessment from the subjective point of view while
involving the study participants’ opinions. The study
followed the Interpretivist paradigm which enabled
participants to create and construct their social reality in
line with the study. The study also adopted a single case
study research design in order to get an in-depth
understanding of the views of stakeholders on
assessment in CBC. A sample of 23 participants
including a UNEB Official, Headteachers (H), Teachers
(T) and Students (S) were selected purposively and used
for the study. This enabled the researcher to gather
qualitative responses, from the best-fit participants
whose responses were relevant to the study. The study
employed the use of the interviews for a UNEB Official,
the two headteachers and eight teachers and focus group
discussions (FGD) to twelve students while considering
in each group six students to collect data. Through
triangulation the methods enabled the researcher to
collect in-depth subjective reality which was analysed
using thematic analysis. The findings of the study
indicated that, the assessment methods used in CBC
were good. They included; activities of integration,
continuous assessment, end of term assessment, end of
year assessment and end of cycle assessment. However,
as the methods were being used, schools were faced by
many challenges that included; limited skills by teachers,
limited sensitisation from UNEB and NCDC on CBC
practices, limited facilities to use, time consuming on the
side of teachers, laziness of the learners and big class
sizes.
The study recommended the government of Uganda
through the MoES to; train teachers so as to equip them
with the necessary skills of teaching, facilitate schools
with enough educational facilities and materials to use
and continuously monitor, supervise and evaluate CBC
practices in schools.
Keywords :
Stakeholders’ views; Assessment; Competence Based Curriculum
The study investigated the stakeholders ’views
on assessment of Competence-Based Curriculum (CBC)
in selected Secondary schools A and B found in Kampala
District. Assessment under the CBC involves both
formative and summative assessments, with formative
assessments accounting for 20% and summative
assessments accounting for 80% of the evaluation.
Teachers should frequently assess the learners using new
assessment methods of CBC. Teachers are also required
to change from a norm-referenced to a criterion-
referenced judgment of learners’ capabilities or
competencies to determine their progress. The study was
guided by curriculum implementation theory by Gross et
al (1971). The study adopted a qualitative research
approach that analysed the stakeholders’ views on
assessment from the subjective point of view while
involving the study participants’ opinions. The study
followed the Interpretivist paradigm which enabled
participants to create and construct their social reality in
line with the study. The study also adopted a single case
study research design in order to get an in-depth
understanding of the views of stakeholders on
assessment in CBC. A sample of 23 participants
including a UNEB Official, Headteachers (H), Teachers
(T) and Students (S) were selected purposively and used
for the study. This enabled the researcher to gather
qualitative responses, from the best-fit participants
whose responses were relevant to the study. The study
employed the use of the interviews for a UNEB Official,
the two headteachers and eight teachers and focus group
discussions (FGD) to twelve students while considering
in each group six students to collect data. Through
triangulation the methods enabled the researcher to
collect in-depth subjective reality which was analysed
using thematic analysis. The findings of the study
indicated that, the assessment methods used in CBC
were good. They included; activities of integration,
continuous assessment, end of term assessment, end of
year assessment and end of cycle assessment. However,
as the methods were being used, schools were faced by
many challenges that included; limited skills by teachers,
limited sensitisation from UNEB and NCDC on CBC
practices, limited facilities to use, time consuming on the
side of teachers, laziness of the learners and big class
sizes.
The study recommended the government of Uganda
through the MoES to; train teachers so as to equip them
with the necessary skills of teaching, facilitate schools
with enough educational facilities and materials to use
and continuously monitor, supervise and evaluate CBC
practices in schools.
Keywords :
Stakeholders’ views; Assessment; Competence Based Curriculum
