LEARNER ASSESSMENT AND THE QUALITY OF SECONDARY EDUCATION AT ORDINARY LEVEL IN UGANDA, EASTERN REGION

Abstract

This study examined the effect of learner assessment on the quality of secondary education at ordinary level in Elgon Zone, Eastern Uganda. The study was guided by the objectives of determining the effect of learner assessment on the quality of secondary education and the relationship between learner assessment and the quality of Secondary Education. Data were collected from teachers, learners, and headteachers using questionnaires, focus group discussions, and interviews. Findings revealed that learner assessment significantly influences the quality of secondary education. Teachers and learners agreed that activities at the end of lessons, monthly tests, weekly tests, termly examinations, annual examinations, oral questioning, rewarding best-performing learners, and learner participation through chalkboard presentations contribute to improved quality education. Pearson correlation analysis revealed a strong positive relationship between learner assessment and quality of education (r = 0.855, p = 0.025 for headteachers and r = 0.75, p = 0.038 for learners), leading to rejection of the null hypothesis. The study concludes that regular and well-supervised learner assessment enhances quality secondary education and recommends strengthening formative assessment practices in all secondary schools.

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