The Stakeholders’ Views on Assessment of Competence-Based Curriculum (CBC) In Selected Secondary Schools in Kampala District

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.