CHALLENGES AFFECTING THE IMPLEMENTATION OF CONTINUOUS ASSESSMENT AT THE SECONDARY SCHOOL LEVEL IN BULAWAYO METROPOLITAN PROVINCE
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Title
CHALLENGES AFFECTING THE IMPLEMENTATION OF CONTINUOUS ASSESSMENT AT THE SECONDARY SCHOOL LEVEL IN BULAWAYO METROPOLITAN PROVINCE
Creator
LOIS NOZIPO NGULUBE
Description
Continuous Assessment (CA) has been introduced as part of the examination and assessment innovation in the
Zimbabwean education system. CA is intended to be added onto the traditional assessment, that is, summative
assessment in order to improve the assessment and evaluation of pupils’ performance, and ultimately the whole
process of teaching, learning and assessment. This change has led to the introduction of standardised CA at
secondary level. The qualitative study was to analyse CA practises in secondary schools of Bulawayo
Metropolitan Province. The study specifically sought to find out the different assessment strategies and their
contribution to the pupils. The qualitative methodology and a case study method were employed. Qualitative data
was generated through the researcher as a data generating instrument, questionnaires, interviews, Focus Group
Discussion documents analysis, and observations. The generated data was analysed through Thematic Content
Analysis. The results show that the majority of the teachers in the secondary schools exhibited a high level of
incompetence in the use of statistical tools, a skill for which is necessary in presenting the pupils’ performance in
a neat and logical manner. The benefit of CA is that, it is guidance oriented since it involves data generating over
a long period of time and yields more accurate data for the teacher to modify instruction. The study concludes that
the challenges in the implementation of CA included that, some teachers do not possess the required competences
for the implementation of CA
Zimbabwean education system. CA is intended to be added onto the traditional assessment, that is, summative
assessment in order to improve the assessment and evaluation of pupils’ performance, and ultimately the whole
process of teaching, learning and assessment. This change has led to the introduction of standardised CA at
secondary level. The qualitative study was to analyse CA practises in secondary schools of Bulawayo
Metropolitan Province. The study specifically sought to find out the different assessment strategies and their
contribution to the pupils. The qualitative methodology and a case study method were employed. Qualitative data
was generated through the researcher as a data generating instrument, questionnaires, interviews, Focus Group
Discussion documents analysis, and observations. The generated data was analysed through Thematic Content
Analysis. The results show that the majority of the teachers in the secondary schools exhibited a high level of
incompetence in the use of statistical tools, a skill for which is necessary in presenting the pupils’ performance in
a neat and logical manner. The benefit of CA is that, it is guidance oriented since it involves data generating over
a long period of time and yields more accurate data for the teacher to modify instruction. The study concludes that
the challenges in the implementation of CA included that, some teachers do not possess the required competences
for the implementation of CA
Publisher
International Journal of Social Sciences: Current and Future Research Trends (IJSSCFRT)
Date
2024
Files
Collection
Citation
LOIS NOZIPO NGULUBE, “CHALLENGES AFFECTING THE IMPLEMENTATION OF CONTINUOUS ASSESSMENT AT THE SECONDARY SCHOOL LEVEL IN BULAWAYO METROPOLITAN PROVINCE,” ZOU Institutional Repository, accessed July 5, 2025, https://ir.zou.ac.zw/items/show/398.
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