Assessment on the implementation of continuous assessment policy in lower primary classes in Soroti district, Uganda

Abstract

The study set out to assess the implementation of Continuous Assessment (CA) Policy in Lower Primary Classes in Kamuda Sub-county, Soroti district. The study aimed to: 1. identify Continuous Assessment Policy positions, 2. examine the extent to which components of the Continuous Assessment Policy were being implemented; 3. establish factors that influence the implementation of Continuous Assessment in lower primary classes and accordingly suggested strategies that would help improve the implementation of Continuous Assessment policy. The study took on a descriptive research design, where both qualitative and quantitative approaches were employed in the data collection process, presentation, analysis and discussion of findings. Data was collected from 14 Government aided primary schools, with a total sample space of 60 respondents who were all selected purposively. These were subjected to closed ended questionnaires. The study also interviewed the District Education Officer (DEO), Centre Coordinating tutor, head teachers of respective sampled schools, and their Head of Infants. The findings of the study revealed that Continuous Assessment Policy Position was very clear, with a good vision but the implementation \•Vas still a challenge. This position was held by respondents across the spectrum from the DEO down to classroom teachers with supporting statistics hitting highs of beyond 90% for most groups of respondents. The findings further show that there were still gaps in keeping records of Continuous Assessment. The study findings also indicate that Continuous Assessment though implemented in lower primary classes was not done objectively. This was supported by 62% of the respondents from the category of the DEO, CCT and World Vision Coordinators responses, 72% of the head teachers and 75% of the teachers. Also an average of 50% of the respondents of the DEO, CCT and World Vision Coordinators responses, 56 % of the head teachers and 54 % of the teachers agreed that the identified factors influence the implementation of Continuous Assessment policy in lower classes in primary schools. Meanwhile on the different factors influence the implementation of Continuous Assessment policy in lower primary classes in Kamuda Sub-county, inadequate school facilities, low teachers' motivation, came out as the leading factors; and these factors formed the basis for the suggestion of strategies to improve on the implementation of Continuous Assessment in lower primary classes in Kamuda Sub County. The research concluded that a bottom-up approach starting with teachers and parents were needed to streamline implementation of Continuous Assessment. The study recommends that government of Uganda through the concerned ministry should invest more in the Continuous Assessment implementation process. Through the Ministry of Education, Science, Technology, and Sports should plan for more resources and Professional Development workshops and seminars in order to make teachers perform their duties efficiently and effectively.