Academic submissions (CEES)
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Browsing Academic submissions (CEES) by Subject "Educational Assessment"
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ItemAssessment of higher order thinking skills: Case of Uganda Primary Leaving Examinations(Net Journals, 2018-10-10) Mitana, John Mary Vianney ; Muwagga, Anthony Mugagga ; Ssempala, CorneliusThe 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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ItemPhilosophical assumptions of educational assessment in primary schools in Uganda: Case of Kampala and Kabale Districts(Makerere University, 2018-12-19) Mitana, John Mary VianneyThe study set out to analyse the philosophical assumptions underpinning educational assessment in Uganda at the primary school level. Specifically, the study sought to; analyse how assessment is handled at the primary school level in Uganda and; explore essentialist, existentialist and pragmatic epistemological assumptions underpinning educational assessment in primary schools. A descriptive case study design was used in which both deductive and inductive techniques were employed to analyse philosophical assumptions behind educational assessment in Uganda. The study employed self-administered questionnaires, interviews, Focus Group Discussion (FGDs), observation and documentary analysis. The study sample included 540 pupils and 124 teachers, 10 parents drawn from 18 primary schools within the districts of Kabale and Kampala, two District Education Officers (DEOs), one participant from MoES, one participant from Uganda National Examinations Board (UNEB), one participant from Uwezo-Uganda, and one participant from Research Triangle Institute (RTI). The study findings reveal 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. It was further established that the current assessments are highly influenced by essentialist epistemological notions such as platonic dualism of mind and body, mind and world; Cartesian intellectualism of logical reasoning and; Kantian abstract intellectualism. The study demonstrates that the current assessment used in primary schools does not meet the current and future social, economic and political needs of Uganda – it is not pragmatic. This study recommends the use of alternative forms of assessments such as observations, group projects, journal reports, peer rating and multi-teacher rating at the school level and the inclusion of continuous assessment within the Primary Leaving Examinations (PLE). These in addition to the traditional pen-and-paper assessments would measure learner-intelligences which would otherwise be difficult to measure using a single form of assessment. Pupil-friendly assessment tools and processes which clearly differentiate among learner differences, skills and experiences need to be employed. Finally, the study suggests that more proportions of Higher Order Thinking skills (HOTs) questions are included in the PLE as a motivation for teachers to adjust the classroom practices to focus on the acquisition of such skills instead of superficial learning.
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ItemTowards a holistic and relevant educational assessment in primary schools in Uganda(Net Journals, 2018-05-15) Mitana, John Mary Vianney ; Muwagga, Anthony Mugagga ; Ssempala, CorneliusThis 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.