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Most classroom practices in developing countries are of an authoritarian nature and teacher-driven. Learners are rarely involved in the teaching and learning processes. Consequently, many of them complete school without learning enough of what they are expected to learn to optimally function in their respective societies. Studies have continuously blamed such a situation on the influence of national examinations. However, there is limited consensus on the magnitude and direction of such influence. This study, therefore, set out to explore the influence of public examinations on classroom practice. The study sample included 124 teachers, 540 pupils, 18 school administrators, 10 parents and 02 officials from the private assessment institutions (Uwezo and RTI) and one official from Uganda National Examination Board. The study reveals that teachers' selection of teaching methods is directly influenced by assessment, particularly public examinations. The methods used in teaching were those that encourage rote learning and memorisation of facts. Therefore, little or no effort is dedicated to teaching and learning methodologies that could foster the acquisition of high order thinking skills like critical thinking or problem-solving. The study argues that national examinations can be used to improved classroom practice if the content and methods of assessment are tuned to the educational objectives. The study recommends the inclusion of more test items with high order thinking skills in the Primary Leaving Examinations. This will motivate teachers and pupils to focus classroom practice on higher order thinking competencies instead of rote learning.

For a long time, the suitability of the knowledge and values offered in African universities has been a matter of notable controversy, especially in the context of liberalization of university education. This paper reports the findings of a study that was conducted to contribute to discussion on the subject. The study delved into the values transmitted in Universities in Uganda. Data were collected from a sample of 850 respondents who were drawn from faith-based, for-profit and public universities in the country. It was found that material, social/ public, personal and religious values are transmitted to students in the selected universities. This finding is discussed with the conclusion that a valueconstrained university arena is a recipe for many counter values and does not promote true university education.

Conventional educational assessments favour individuals who are strong in memory and analytical abilities. This is based on a longstanding 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.