MBARARA UNIVERSITY OF SCIENCE AND TECHNOLOGY

FACULTY OF SCIENCE

DEPARTMENT OF PSYCHOLOGY AND FOUNDATIONS

COURSE NAME: CHEMISTRY TEACHING METHODS

COURSE CODE:EDU3105

NAME: MPEEKA GODFREY

REG NO: 2020/BS/179/PS

Assignment 2

Question

1(a) The new lower secondary curriculum in Uganda has made changes in pedagogy and

assessment. Discusss the new changes in the assessment.

(b) How advantageous are these changes over the old curriculum strategies.

Solution

1(a)

In February 2020, the New Lower Secondary School Curriculum (NLSC) was rolled out in a
phased approach, starting with Senior One with the aim of creating and meeting the learners’ needs
especially in regard to skills training and enhancement. The Minister for Education, Hon. Janet
Museveni, in her statement to Parliament, said that the need to review the curriculum was overdue
since it had not been revisited since the colonial education system was introduced. The Minister
revealed that the old curriculum was channelling out graduates with no practical skills to meet the
demands in the labour market.It came with several changes in padagogy and assessment.

Padogogy is a term that refers to the method of how teachers teach, in theory and in practice.
Pedagogy is formed by an educator's teaching beliefs and concerns the interplay between culture and
different ways to learn.it uses a variety of instructional methods, including discussion, demonstration,
experimentation, hands on activities and the use of technology. Other changes include

Classroom teaching has been reduced to five hours a day from 8:30am to 2:55pm to allow for research,
self-study, and recreation. The number of subjects has reduced from 43 to 21. Kiswahili,
Entrepreneurship, Religious Education and Physical education are compulsory for learners at Senior One
and Two. A school is expected to offer 12 subjects at Senior One and
Two, out of which 11 are compulsory, while one is elective. At Senior Three and four, a learner is
expected to exit with a minimum eight subjects and a maximum of nine subjects. There has been also
changes in the assessment of learners

“Assessment” is the process of gathering and discussing information from multiple and diverse
sources in order to develop a deep understanding of what learners know, understand, and can do with
their knowledge as a result of their educational experiences; the process culminates when assessment
results are used to improve subsequent learning

The new curriculum sets new expectations for learning. There is a shift from Learning Outcomes that
focus mainly on knowledge to those that focus on skills and deeper understanding. The new Learning
Outcomes require a different approach to assessment. These include;

Formative assessment ,this is a planned ongoing process used by all students and teachers
during learning and teaching to elicit and use evidence of student learning to improve student
understanding of intended disciplinary learning outcome and support students to become self directed
learners. It is carriedout frequently throughout the instructions.

School-based formative assessment is a part of the normal teaching and learning process, and so the
assessment opportunities will also occur during this normal process. It is not something that needs to be
added on after learning; it is an integral part of it.

Formative assessment opportunities occur in three forms. Dr Anne Davies (Making Classroom
Assessment Work 2011) called these:

• Observation – watching learners working (good for assessing skills)

• Conversation – asking questions and talking to learners (good for assessing knowledge and
understanding)

• Product – appraising the learner’s work (writing, science report, maths calculation, presentation, map,
diagram, model, drawing, painting etc). In this context, a “product” is seen as something physical and
permanent that the teacher can keep and look at, not something that the learner says.

When all three are used, the information from any one can be checked against the other two forms of
assessment opportunity (eg evidence from “observation” can be checked against evidence from
“conversation” and “product”). This is often referred to as “triangulation”.
 Triangulation of assessment opportunities

To find these opportunities, look at the Sub-Strand section of the syllabus units. These set out the
learning that is expected and give ‘Exemplar Activities”, and in doing so they contain a range of
opportunities for the three forms of assessment.

Self-Assessment

Self-assessment is an important part of enabling learners to be active participants in their own

learning. This enhances learning and is very much part of the ‘learner-centred’ approach of the new
curriculum It does not mean that learners are expected to award themselves marks or grades.

Self-assessment needs to become part of ongoing classroom-based assessment activities. Learners need
to be trained in order to do this effectively, and also need to be aware of the Learning Outcomes of the
curriculum and of the criteria for success. The use of self-assessment will help build independence in
learning and prevent learners always relying on support and guidance from the teacher. Learners need
to be shown strategies by which they can find things out for themselves and improve their work.

Teachers should model the assessment process by explaining their own thought processes when they
make judgements about quality and success. This will help learners to self-assess.

Peer-Assessment

Another powerful aid to self-assessment is for learners to discuss their work with fellow learners
(peers).

There is a need to shift away from the idea that exploring the work of other learners is ‘copying’ or
‘cheating’. It is better to create a culture in classrooms where collaboration and communication are
celebrated as ways of enhancing learning, because by exploring what others have done and by
explaining to others what we have done, we are able to deepen our understanding of topics and specific
aspects of learning

Peer-assessment is the process of learners discussing their self-assessment with each other for
comment and corroboration. It is not intended that fellow learners take the place of teachers and award
marks and grades. The process of discussion

Peer assessment is an opportunity to further develop many of the generic skills, becoming a ‘critical
friend’ for example. Checking another learner’s work against set criteria is also an opportunity to check
again own understanding

Summative assessments

These are used to evaluate students learning, skill acquisition, academic achievement at the
conclusion of instructional period. Typically at the end of a project, or school year.
For the end of year summative assessments, the records are to be kept for the learning outcomes of
each syllabus unit throughout the year, then there will be no need for tests . Teachers will already have
a record of those learners who have met the learning outcomes, and those who have not done so.
Therefore teachers will know if there were any learners not ready to progress to the next grade.
Therefore an overall record should be made of the individual unit assessments for every subject.

In the example below, the table shows the end-of-unit assessments for six learners

U1 U2 U3 U4 U5 U6 U7 U8 U9

Learner A 3 3 2 3 3 3 3 2 3

Learner B 2 2 3 2 3 2 2 2 3

Learner C 1 1 2 1 1 2 2 3 2

Learner D 1 1 2 1 1 2 1 1 2

Learner E 0 1 2 1 0 1 0 1 2

Learner F 0 0 1 0 0 1 0 0 1

This method will give much more information than using a tick. For example, at a glance it can
be seen that learners A & B are achieving much higher than learners E & F. It can be seen that Learner C
has improved during the year. We can even see that more learners achieved success in Unit 9 than Unit
7. All of this is very valuable assessment information and can be used to improve learning.

If this table is kept throughout the year it will enable schools to identify learners who:

• Are doing well in one subject but not another

• Are doing well in one unit but not another

• Started off well but have not maintained their progress

• Are doing very well overall

• Need extra support or guidance

End of year summative assessment

For end-of-year summative purposes, it will be possible to add up the identifiers for each unit
and come to an overall score, then it will be possible to arrive at an overall number for a year by
aggregating the identifiers for each unit, and dividing by the number of units.

The Subject Records can be averaged on an Overall Record and the Total for each subject will need to be
divided by the number of units. If necessary, an overall achievement score could be set. If it were set at
1.0 in the above example, then Learners A to D would be seen as achieving whilst Learners E and F
would not.

Controlled Assessment Tasks

During Senior 3 and 4, learners will undertake a range of “Controlled Assessment Tasks” (CATs).
These will enable assessments to be made of skills and deeper understanding that are not possible
through the more usual multiple choice processes. They are particularly helpful in assessing the generic
skills. The tasks will take from several hours to a day or more and will enable the learner to demonstrate
their understanding of the subject but also their ability to apply their learning in different situations. The
CATs will be marked by the school against a common marking rubric. The CATs will be developed by the
Examinations Council in collaboration with NCDC.

Over time, CATs will be developed for S1 and S2 to help teachers make end of year assessments

The new curriculum is aiming for the higher levels of Bloom’s Taxonomy, so assessment must be made
at these levels

This is illustrated in the diagram below

There fore one must take account of these levels of expectation in the assessment, and look for
examples of learners operating at the higher levels.

According to Ms Ngamita Pauline Pakwo, a trainer of trainers of the new curriculum, the new secondary
school syllabus provides three chapters to be covered each term in every subject.

Students are given activity of integration at the end of every chapter or topic. The marks are added and
converted to 10 at the end of the term. Students also choose at least two projects from the three
chapters covered every term, with guidance of the teacher. Project marks are also added and converted
to 10. At the end of the term, a learner has 20 percent. The termly marks are kept by schools till end of
year and converted to 20 percent. In senior three, schools will register the learners for assessment of
practical skills with the Directorate of Industrial Training (DIT). At the end of year four (Senior Four), they
sit examinations by UNEB that will be marked out of 80 per cent.

Summary of Assessment Policy

1. School-based formative assessment

Teachers are expected to make and record assessments of their learners’ learning on a regular
basis. Assessments should be made of learning within each syllabus topic. The information from these
assessments will be used by the teacher to support learners’ learning.

2. Criterion-referenced assessment

School-based formative teacher assessments will be based on the Topic “competency” statements.
Teachers will use the “Learning Outcomes” set out in the new syllabuses. to help them make these
assessments

No other criteria should be used apart from the Learning Outcomes of the syllabuses.

3. A range of evidence

Teachers should look for a range of evidence of learners’ learning, and not rely upon a single
answer to a question or a single piece of work. Teachers are recommended to use the “observation,
conversation, product” approach. Written tests designed by the teacher should not be used to make
these assessments.

4. Generic Skills

It is not necessary to assess the Generic Skills separately. They have been built into the subject
syllabuses, and will be assessed as an integral part of the formative assessment. The Generic Skills will
be developed within the context of the tasks given by a teacher, and so they should be assessed within
these same contexts.

5. Using assessment information to support learning

Teachers should use assessment information to:

• Identify learners needing more support to meet the expected Learning Outcomes,

• Enable learners to understand what they have to do to improve

• Amend programmes or teaching approaches where necessary

6. Keeping records of assessments

Teachers do not need to record assessments of every “Learning Outcome”. It will be sufficient to record
against the overall topic competency statement.

The assessment for each Topic should be made and recorded in one of four categories for each learner

7. Cumulative formative assessment for summative purposes

Teachers should base their end-of-year summative judgements on their cumulative record of formative
assessments. This will require an aggregation of identifiers for each unit.

There is no need for further end-of-year tests.

8. School Leaving Certificate

Teacher assessments will contribute to the final grade on the School Leaving Certificate

(b) The following are the advantages of changes in the assessment

 The new curriculum aims at improving the quality and relevance of secondary
education and ensure that post primary students are armed with skills needed in the
workforce.

 From knowledge-based to competence and skill-based through developing the ability to

use knowledge rather than just acquiring it, the new curriculum points out the key
learning outcomes;

 It will enable Individuals who can demonstrate self-motivation, self-management and

know their own preferences, strengths, and limitations. They should be responsible and
patriotic citizens, who cherish values, apply environmental and health awareness when
making decisions.

 Puts emphasis on life-long learners who can direct their own learning, seek
opportunities for personal and professional development, be positive contributors to
society, and demonstrate knowledge of emerging needs of the society.

 Emphasis on values adapted from the National Ethics and Values Policy 2013, such as
respect for humanity and environment, honesty, justice, hard work, self-reliance,
integrity and innovativeness. The new curriculum will foster critical thinking skills,
 communication, cooperation and self-directing learning, mathematical computing and
ICT proficiency.

 Learners will appreciate the connection between subjects and the complexities of life
such as environmental since in new curriculum, they are assessed in all dimensions.

 The old curriculum was competitive in nature and assessment focused on best student,
in new curriculum all learners are winners

 Involve learners actively in their own learning and this is through several activities given
then

 Enable learners to make a judgement about their own achievement against a set of key
success criteria since it is learner centered

 Provide an opportunity for learners to identify their own errors, asking honest
questions about progress and understanding, appreciating that mistakes are an
opportunity to learn

 Give learners some independence to improve and adjust their work according high
expectations of achievement.

 Encourage learners so that they develop intrinsic motivation – a true desire to learn and
improve

 Since exams are given at the end of year, this will create time for research and project
work, as well as talent development and creativity as compared to old curriculum
where tests and exams could not allow learners to participate in several activities

 The new curriculum also pays attention in assessing learners with special needs as they
are allowed to do general sciences if the are unable to study science subject.

 The assessment in new curriculum addresses the social and economic needs of the
country like mining, tourism sector,service provision as learners are exposed to
different tasks and projects

References

Republic of Uganda. (2014). Education Sector Strategic Plan 2014/15 - 2019/20.

Kampala: Ministry of Education and Sports.
Ministry of Education and Sports. (2016). Lower secondary curriculum. Kampala,
Uganda: Government of Uganda.
Nshimirimana, R. (2017). Analysis of the lower secondary education curriculum in
Uganda. Journal of Education and Practice, 8(18), 96-102.
Okot, J. (2018). Lower secondary education curriculum in Uganda: Challenges and
prospects. International Journal of Education and Research, 6(1), 1-12.
Tumusiime, D. M. (2019). Evaluation of the implementation of the lower secondary
curriculum in Uganda: A case of Wakiso District. Unpublished master's thesis, Makerere
University, Kampala, Uganda.
Wamala, R. (2020). The relevance of the lower secondary curriculum to the needs of
learners in Uganda. Journal of Education and Human Development, 9(2), 89-98.