Teaching and Learning at Lower Secondary Level in Uganda
Investigating Assessment for and of Teaching and Learning
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The study investigated assessment for and of teaching and learning at Lower Secondary level in Uganda with specific reference to Wakiso District. The study was guided by three specific objectives which were to; examine how formative assessment influences teaching, assess how formative assessment influences learning and, examine how summative assessment influences learning of students at lower secondary. The findings revealed that teachers put in less effort in formative assessment when carrying out their daily teaching tasks. This is because teachers have a perception that formative assessment...
The study investigated assessment for and of teaching and learning at Lower Secondary level in Uganda with specific reference to Wakiso District. The study was guided by three specific objectives which were to; examine how formative assessment influences teaching, assess how formative assessment influences learning and, examine how summative assessment influences learning of students at lower secondary. The findings revealed that teachers put in less effort in formative assessment when carrying out their daily teaching tasks. This is because teachers have a perception that formative assessment does very little in significantly contributing to students' performance in summative assessments administered by UNEB. On the other hand, learners take formative assessment seriously because they want to gauge whether they have actually understood content taught by the teacher in class, and the learner may know this through exercises or assignments, tests and examinations given to them before, during and after learning. Summative assessment reflects largely in Mock and UNEB examinations, which is why learners put a lot of emphasis on it.
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