Exploration of the implementation of school based assessments in sciences: insights from selected Zambian secondary schools.
| dc.contributor.author | Bwembya, Ireen | |
| dc.date.accessioned | 2024-09-03T07:12:08Z | |
| dc.date.available | 2024-09-03T07:12:08Z | |
| dc.date.issued | 2024 | |
| dc.description | Thesis of Doctor of Philosophy in Educational Administration and Management. | |
| dc.description.abstract | Assessments and examinations are an integral part of any successful education system. To improve the conduct and administration of examination practices, the Ministry of Education (MoE) and Examinations Council of Zambia (ECZ) embarked on examination reforms in 2019, which resulted in the implementation of School based Assessments (SBA). However, the implementation of SBA faces unique challenges exacerbated by the global COVID-19 pandemic. This study explored the implementation of SBA in selected Zambian secondary schools, aiming to develop an evidence-based framework for sustaining the quality delivery of SBA in science. This research examined the alignment of SBA practices with guidelines and identified gaps in implementation processes. Using descriptive survey design, qualitative method was employed to collect data which were thematically analysed. Results revealed that teachers professed SBA as a process of enhancing teaching and learning of science, improved teachers’ capacity and confidence in handling practical lessons and provided teachers with an opportunity to closely monitor learners’ strengths and weaknesses. However, a considerable number of teachers held that SBA was an additional load onto their already burdened schedules but mandated to implement it as it was policy. Low staffing levels, many classes to teach allocated to one teacher, time apportioned to each science period, the 16 and 15 tasks allotted to science and biology coupled with the six assessment areas for each task, inadequate laboratories and apparatus, resource constraints, and lack of motivation, dominated the challenges faced by teachers in SBA implementation. The categorization of SBA revealed a duty-bound approach towards SBA (symbolic compliance), as SBA marks were mandatory for totalling learners’ final marks at the end of secondary school level. Recommendations include establishment of governance systems to enhance monitoring and supervision, re-look into policies and guidelines to advocate for resource allocation and utilisation of funds, infrastructure development to support the classroom based activities as well as future research to explore the long-term impact of SBAs on academic performance. The research has contributed valuable insights to the discourse on educational assessment practices, providing a foundation for informed decision-making and strategic actions to improve science education in Zambian schools and beyond. Key Words: School Based Assessments, Monitoring, Standards, Science, Curriculum | |
| dc.identifier.uri | https://dspace.unza.zm/handle/123456789/8827 | |
| dc.language.iso | en | |
| dc.publisher | The University of Zambia | |
| dc.title | Exploration of the implementation of school based assessments in sciences: insights from selected Zambian secondary schools. | |
| dc.type | Thesis |