Taking cognisance of the importance of assessment in schools, this research sought to investigate the problems teachers incur in carrying out the assessment process. The research assumed that teachers encountered some problems during assessment and that teachers' knowledge on assessment was limited. Given this background, the researcher chose to target primary schools in Gweru urban. The study adopted a qualitative interpretive research methodology. The purposive sampling technique was used to sample 12 schools, 8 teachers, 2 Ministry of Education officers, 2 ZIMSEC officers, 6 head teachers of schools in Gweru urban, 3 teacher focus groups and 1 college lecturer focus group. Data was collected over 6 months through focus groups, individual interviews and document analysis. Data analysis was conducted by transcribing verbatim audio interviews and the results were cross checked with the participants. The findings that emanated from this study revealed that assessment in the primary schools was bedevilled by a number of problems. These included lack of teacher competences to carry out assessment, teacher's use of summative assessment more than formative assessment and lack of resources. It also emerged from the study that high teacher/pupil ratio, absenteeism of pupils and low teacher morale all contributed to assessment problems in the primary schools. The study recommends that the teacher's college curriculum should expose teachers to a variety of assessment skills. Furthermore, the Ministry of Education, Sport, Arts and Culture needs to regularly provide staff development programmes on assessment for teachers who are already in the field as well as reducing teacher pupil ratios. Schools need to provide resources so that assessment is effectively implemented.

While the World Health Organisation’s (WHO) benchmark is 15.6 percent, ‘Sim’ (pseudonym) University is way below that benchmark as only 0.001 percent are students classified as ‘disabled’ despite being in existence for more than 50 year. Within the 0.001, students with visually impaired (SwVI) are the majority estimated at 70 percent. In the 21st century, ICTs generally serve as catalysts to academic success of students in Universities. Therefore, the purpose of this study was to explore the role played by Information Communication Technologies (ICTs) as enablers to academic success of SwVI at Sim University. A Hermeneutic Phenomenology approach guided the research process. Seven participants volunteered to voice their lived experiences and a cluster of themes on ICT usage emerged subsequently. Emerging from the lived academic experiences of SwVI is a host of self-initiated ICTs in use namely: ordinary typewriters, voice recorders, scanners, jaws and computers meant to facilitate learning amidst a negatively charged learning environment. In conclusion, if ICTs are to serve as effective assistive learning devises, ICTs developers and ICT policy makers should consider SwVI not just as ICTs consumers but equal innovators who must be consulted to transform the education landscape at tertiary level.

No abstract

No abstract