Teachers’ Proficiency in Designing Competence-Based Curriculum Formative Assessment Tools in Selected Public Secondary Schools in Mpigi District, Uganda

Uganda’s Competency-Based Curriculum (CBC) emphasises learner-centred pedagogy and continuous assessment to foster critical thinking, creativity, and lifelong learning. Formative assessment tools are central to this approach, enabling teachers to monitor learner progress and adjust instruction accordingly. This study investigated the proficiency of teachers in designing Competency-Based Curriculum (CBC) formative assessment tools in selected public secondary schools in Mpigi District, Uganda. Employing a qualitative research design, the study purposively sampled two Head teachers, five classroom teachers, and two education officials from the National Curriculum Development Centre (NCDC) and the Uganda National Examinations Board (UNEB). Data were collected through in-depth interviews and documentary reviews, and analysed using thematic analysis. Findings revealed that teachers demonstrated limited proficiency in developing CBC-aligned formative assessment tools. Key major challenges included inadequate instructional resources, large class sizes, and the time-intensive nature of tool development. Furthermore, the study identified a significant gap in teacher training, with limited opportunities for professional development specifically focused on the design of CBC formative assessments. The study recommends practical workshops and seminars to improve teachers’ skills in developing CBC-aligned assessment tools, especially rubrics that evaluate competencies like problem-solving and critical thinking. External guides and supplementary materials should be provided to support the creation of these tools, particularly in resource-constrained contexts. This aligns with Bigg’s emphasis on assessment tasks that reflect intended learning outcomes. There is a need to introduce targeted training programs on developing and using rubrics for competency-based grading, supported by national guidelines from NCDC and UNEB. These programmes should focus on shifting from fact-based scoring to assessing competency progression. Training in rubric development is essential to align marking with CBC competencies, as per Bigg’s theory. In conclusion, improving teachers’ assessment literacy through structured support and training is vital for successful CBC implementation in Uganda’s secondary education system