Academic submissions (CEES)

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Browsing Academic submissions (CEES) by Author "Muwagga, Anthony Mugagga"
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    Assessment for successful intelligence: A paradigm shift in classroom practice
    (Sakarya University, 2018-11-29) Mitana, John Mary Vianney ; Muwagga, Anthony Mugagga ; Ssempala, Cornelius
    Conventional educational assessments favour individuals who are strong in memory and analytical abilities. This is based on a long-standing theory of a general intelligence (g). Alternative intelligence theories have however revealed that success in life requires skills beyond memory and analytical skills. This article presents an analysis of Sternberg’s theory of successful intelligence. Sternberg defines intelligence as one’s ability to achieve one’s goals in life, given one’s social-cultural context; by capitalising on strengths and correcting or compensating for weaknesses in order to adapt, shape and select environments through a combination of analytical, creative and practical skills. This article is divided into four main parts. It starts with an introduction to the conceptual definition of intelligence. Then it discusses Sternberg’s theory of successful intelligence. Next, it discusses assessment for successful intelligence in a classroom. Finally, it draws conclusions.
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    Assessment of higher order thinking skills: Case of Uganda Primary Leaving Examinations
    (Net Journals, 2018-10-10) Mitana, John Mary Vianney ; Muwagga, Anthony Mugagga ; Ssempala, Cornelius
    The study set out to give a conceptual definition and assessment of Higher Order Thinking skills (HOTs), and establish the proportion of HOTs and Lower Order Thinking skills (LOTs) questions within the 20102016 Uganda Primary Leaving Examination (PLE) questions. The study used secondary literature to define HOTs and provide an assessment framework for HOTs. The assessment framework was then used to categorise all PLE questions for the years 2010 to 2016. All the examinable subjects within the PLE, English Language, Social Studies (SST), Science and Mathematics were categorised according to the HOT and LOT categories. The study reveals an overall mean value of 86.8% of LOT questions and a mean value of 13.2% of HOT questions. The study recommends the use of the Revised Bloom’s Taxonomy framework in the categorisation of assessment items and that more HOT questions are included in the PLE
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    Towards a holistic and relevant educational assessment in primary schools in Uganda
    (Net Journals, 2018-05-15) Mitana, John Mary Vianney ; Muwagga, Anthony Mugagga ; Ssempala, Cornelius
    This paper sets out to explore the knowledge and skills assessed at Uganda’s primary school level and its relevance to the current and future needs of the learners. Using a descriptive case study design, the paper draws on documentary and empirical evidence from key players in educational assessment in Uganda. The paper reveals that the current educational assessment in Ugandan primary schools is mainly in the form of the traditional pen and paper tests, measuring rote learning of few bits of intelligence at the expense of high order thinking skills. This was found unfair to pupils who possess high levels of intelligence that are not tested by the currently used assessment measures. Some pupils may be unfairly judged as weak or even “failures” when in reality they are very strong in certain intelligences which are not tested. This paper proposes the use of multiple assessments such as observations, group projects, journal reports, peer rating and teacher rating to measure learners’ multiple intelligences. Pupil-friendly assessment tools and processes which clearly differentiate among learner differences, skills and experiences should be used. The study further recommends the assessment of non-cognitive skills and intelligence such as socioemotional skills at both school and national levels. This will encourage teachers to intentionally include them in their daily pedagogical work including school-based continuous assessments. It will also make assessment more holistic and that pupils are assessed on the skills required to face life within and outside the school.