Assessment Strategies in Guinea-Bissau: A Qualitative Exploration of Measuring Learning Outcomes in Diverse Contexts

Assessment strategies in Guinea-Bissau's education system are crucial for evaluating learning outcomes across diverse contexts such as urban and rural schools. Despite efforts to improve educational quality, there is a need to understand how these assessments are implemented and their impact on student performance. This qualitative study employed semi-structured interviews with teachers, administrators, and education policymakers in urban and rural schools across Guinea-Bissau. Data were collected through field observations, document reviews, and focus group discussions to gather insights into the assessment practices. Findings indicate that while many schools use standardised tests for evaluation purposes, there is a significant proportion (60%) of teachers implementing alternative strategies such as project-based assessments or oral exams. These varied methods reflect the diverse cultural and logistical contexts in Guinea-Bissau. The study highlights the importance of aligning assessment practices with local educational needs and resources to ensure effective learning outcomes measurement. The findings suggest a need for further research into the efficacy of these alternative strategies compared to standardised testing. Based on the findings, recommendations include developing locally relevant assessment tools that can be used alongside or instead of standardised tests, particularly in resource-limited settings. Additionally, training programmes should focus on enhancing teachers' skills in using a range of evaluation methods. Guinea-Bissau, education, assessment strategies, learning outcomes, qualitative study