IThe 2013 Education reform in Zambia is one of the significant changes that brought about a shift in assessment. To understand the changes that have taken place in the 2013 revised curriculum, and to determine the claims by the Ministry of General Education that the revised curriculum is based on higher order thinking, this study evaluated the Examination Council of Zambia's Grade 12 History examination past papers. Qualitative content analysis was used as a research method and document study. A descriptive content analysis style was used to describe the occurrence of the coding categories of analysis precisely. Content analysis was used to make replicable and valid inferences by interpreting and coding textual material in the Grade 12 examination questions. The sample for this research comprised of 10 History examination papers from the new curriculum and old curriculum which were purposively selected. The findings of the study suggested that the analysed exam papers lacked the higher-level cognitive skills contained in Bloom's taxonomy. It is recommended that examiners follow the guidelines for setting an Outcome-Based Assessment so that they can achieve the intended goals of learning for learners. Keywords: Bloom's Taxonomy; History; exam questions; Assessment; Outcome Based Assessment and Outcome Based Curriculum/ Education.

This paper sought to describe the basic tenets of the concept of intelligence among Tonga parents of rural Zambia. Most researchers presume that what western schooling teaches and measured by intelligence tests is universal and fostered by all cultures around, therefore, failure to succeed in both constitutes non-intelligent behavior. Others argue that, although the concept of intelligence is universal, what each culture considers intelligent behavior is unique to the prevailing socioeconomic and cultural conditions. Using the realist ethnography method, eight parents were interviewed using a semi-structured questionnaire to provide narratives of both their lived childhood experiences and expectations of their children during and after school. The study revealed that Tonga parents make a clear distinction between being intelligent (kuba amaanu) and being unintelligent (kubula maanu). Being intelligent (kuba amaanu) is however, framed based on four core concepts – kumvwa (to follow instructions), kutumika (to be responsible), kusyomeka (to be trustworthy), and kucenjela (to be clever) – framed based on concepts of maanu (which may also be defined as cognition) and busongo (wisdom) constitute intelligent behavior.