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The investigation focuses on the impact of formative and summative assessments on teaching and learning in Uganda's Lower Secondary schools, particularly in Wakiso District. It reveals that teachers often undervalue formative assessments, believing they contribute little to students' performance in summative evaluations. Conversely, students find formative assessments crucial for understanding their grasp of the material, using them to prepare for significant exams like Mock and UNEB. The study highlights a disconnect between teacher perceptions and student engagement in the assessment process.
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Teaching and Learning at Lower Secondary Level in Uganda, Immaculate Asobasi Omal
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- Année de publication
- 2020
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