Teachers' Perception on the Challenges of Continuous Assessment Implementation between 2017 and 2018

Abstract

Continuous assessment is an integral part of the instruction as it determines whether the goals of education are being met during or at the end of the instructional period. The updated curriculum (2015-2022) in the Zimbabwean Primary and Secondary Schools introduced the continuous assessment which was abandoned a few months after its inception. This study sought to evaluate from the teachers’ perspective the challenges which led to premature abandoning of the continuous assessment aspect. Qualitative approach was employed and the case study design. Questionnaires and focus group discussions were used as the data generation tools. A total of 55 in-service teacher education students at a University in Zimbabwe were conveniently sampled to participate in the study since they were the information rich cases. The study revealed that teachers were not prepared to implement the continuous assessment for various reasons. There was poor planning, preparation and implementation of the curriculum innovation. In the light of these findings, the study recommends that staff development programs for teachers as well as adequate consultations should be done before implementing new curriculum innovations.

The Zimbabwe Continuous Assessment Learning Activity (CALA) Analysis. Stakeholders’ Perceptions in Cluster 35 of Nyajena in Masvingo District. A Phenomenological Approach.

“…The findings reveal that the existing socio-economic factors are worsening the situation. While CALA seems to be an effective pedagogical and assessment tool, parents, teachers and learners face challenges which shape their perceptions on CALA (Sithole et al, 2021). Parents express discontentment that they have never been told about the importance of CALA and most of them do not even know what it is all about (Pulitzer Center, 10 March 2023, Sithole et al, 2021).…”

“…While CALA seems to be an effective pedagogical and assessment tool, parents, teachers and learners face challenges which shape their perceptions on CALA (Sithole et al, 2021). Parents express discontentment that they have never been told about the importance of CALA and most of them do not even know what it is all about (Pulitzer Center, 10 March 2023, Sithole et al, 2021). Parents want their children to pass examinations and if the curriculum model is failing to meet their expectation, they are likely to dump it.…”

“…The Zimbabwe CALA got confronted with stiff resistance from stakeholders due to numerous factors (Dube and Jita, 2018). Teachers as major role players have expressed discontentment over the way CALA is being handled by the MoPSE in the country (Sithole et al 2021). The Ministry has to overcome attitudinal problems within the teachers by conducting workshops that help to build up positive perceptions to CALA.…”

“…The Ministry has to overcome attitudinal problems within the teachers by conducting workshops that help to build up positive perceptions to CALA. In a similar research carried in Nyanga, teachers complained that the MoPSE did not strategize appropriately prior to the introduction of CALA (Juet et al 2021, Sithole et al 2021. For a comprehensive and a meaningful implementation exercise, the MoPSE should have budgeted funds and also catered for the empowerment of teachers through in-service workshops to upskill its workforce (Kazu and Demiralp, 2016, Ornstein and Hurgins, 2004, Nyamudzodza et al, 2021, The Newsday, May 2023, The Herald, March 2023.…”

Unpacking Continuous Assessment: Teacher Knowledge and Attitudes in Zimbabwe Rural Secondary Schools

“…Research by Sithole et al (2021) on teacher perception of the implementation of continuous assessment in Zimbabwean schools revealed that teachers have a negative attitude towards continuous assessment. This attitude emanated from poor preparation before the introduction of the curriculum reform.…”