Evaluating Assessment Practices applied in Teacher Development for Primary Schools by Primary Teachers’ Colleges, Case Study of Core Primary Teachers’ Colleges in Uganda
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Evaluation, Assessment practices, Teacher development, Quality teachers.
##article.abstract##
Realizing the importance of the Primary School (PS) Education in the country’s development, the Ministry of Education and Sports (MoES) together with the technical, pedagogical and professional guidance of the Mandated Kyambogo University by Government of Uganda (GWPE, 1992), revised the Primary Teacher Education Curriculum (KyU 2012) to meet the teacher’s challenges of the 21st Century. The paper evaluated the effectiveness, efficiency, relevancy, impact and sustainability of the current assessment practices in the development of teachers for primary schools. The study was evaluative; using the mixed method. A sample of 126 participants from the Primary Teachers’ Colleges’ Stakeholders was involved in the study. The purposive, stratified and simple random sampling was used in selecting the participants. Participant observation, document review, focus group discussion interviews and a survey questionnaire were used to gather information during the study. Data was analysed using qualitative methods, narration and descriptive statistics. Findings included; revised PTE curriculum (KyU 2012) based on a Baseline study report (Margo 2006), Continuous Assessment guidelines, examination rules and regulations (KyU 2012, 2013) and terminal examinations were in use. Assessment practices were more assessment of learning than assessment for and assessment as learning with inadequate staffing. The evaluation also found out the extent colleges were engaging teachers in development in practical assessment and pedagogic support for quality teachers. Tutor capacity in assessment practices, to enhance and strengthen quality teacher development, Use of a teacher’s national assessment framework, an Independent National Teacher Policy and National Council for Teachers made some of the recommendations.References
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UNESCO, (2005). Guidelines for Quality Assurance in Basic Education in Uganda, A Guide for Managers, Teachers, Inspectors and Community Leaders. Kampala. Uganda National Commission for UNESCO.
Bonfield, T., & Horgan, K. (2016). Learning to teach, teaching to learn: a core text for primary student teachers in Ireland. Limerick. Paperback.
Boud, D. (2000). Sustainable Assessment: Rethinking assessment for the learning society. London. Studies in Continuing Education
Campbell, R. J. (2006). Assessing teacher effectiveness: developing a differentiated model. London : New York: Routledge Falmer.
Cooper, N., & Garner, B. K. (2012).Developing a learning classroom: Moving beyond management through relationships, relevance, and rigor. Amazon. Corwin Press.
Florez, M.T. & Sammons P. (2013).Assessment for learning: effects and impact. Centre for British teachers. Oxford University.
Gipps, C. V. (2004). Beyond testing: towards a theory of educational assessment. London.Falmer Press.
Government of Uganda. (1992) Government White Paper on theEducation Policy Review Commission Report. Kampala. MoES.
Halai, A. (2016). What stakeholders say about assessment: The AFLA team. The Aga Khan University
Kyambogo University. (2013). Revised Regulations for the Award of Grade Three Teachers’ Certificate in Uganda. Kampala. Kyambogo University.
Kyambogo University. (2012). Revised Primary teacher education curriculum parts A, B, C, & D.Kampala. MoES
Mandinach, E. B., & Jackson, S. S. (2012). Transforming teaching and learning through data-driven decision making. Thousand Oaks: Corwin Press.
Margo O.S. (2006).The Uganda primary teacher education curriculum review report. Kampala. MOES.
MoES (2010).Institutionalizing continuous assessment in primary teacher education: Continuous assessment hand book and guidelines for tutors in primary teacher education in Uganda. Kampala. MoES.
MoES (2013). TISSA UNESCO teacher issues in Uganda. A shared vision for an effective teachers policy. Kampala. MoES
MoES (2010). Second national development plan (NDPII)[2015/16 – 2019/20], Uganda Vision 2040, Republic of Uganda
NCDC (2007).Assessment guidelines for thematic curriculum primary 1-3, teachers’ guide and teachers’ manual. Kampala.MOES.
NCDC (2012).Primary Curriculum Implementation Guidelines and Assessment Specifications. Kampala: National Curriculum Development Centre.
Race, P., Brown, S., & Smith, B. (2005).500 tips on assessment (2nd edition). London ; New York: RoutledgeFalmer.
UNESCO, (2005). Guidelines for Quality Assurance in Basic Education in Uganda, A Guide for Managers, Teachers, Inspectors and Community Leaders. Kampala. Uganda National Commission for UNESCO.
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2021-07-25
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