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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.

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.

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