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Innovative assessment practices significantly impact the quality of education in Uganda's government-aided secondary schools. The study focused on individual, group, and peer assessment methods, revealing that current practices favor individual grading, while students prefer group assessments. Peer assessments are rarely utilized due to a lack of teacher training. Findings indicate that individual assessments prioritize grades, group assessments lack proper grading, and peer assessments are absent due to insufficient professionalism and skills among educators.
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New Assessment Practices and Quality of Education, Immaculate Asobasi Omal
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- Année de publication
- 2020
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