Browsing by Author "Namae, Joan"

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    Teacher perspectives on language assessment in the old and new curriculum at Tororo town college. A case study of Tororo town college.
    (Busitema University, 2024) Namae, Joan
    This report presents a comprehensive study on “Teacher Perspectives on Language Assessment in the Old and New Curriculum at Tororo Town College.” The primary aim of this research is to evaluate the effectiveness of language assessment strategies employed under both the old and new lower secondary school curricula in Tororo District. Through qualitative methodologies, the study assessed how these assessment methods impact student learning outcomes and teacher performance. The first objective focuses on evaluating the effectiveness of language assessment under both curricula. This involves analyzing various metrics such as student engagement, comprehension, and overall academic performance. The findings indicate significant differences in effectiveness, with the new curriculum demonstrating a more holistic approach that fosters critical thinking and practical application of language skills. The second objective compares the language assessment methods utilized in both curricula. The study identifies traditional assessment techniques prevalent in the old curriculum, such as rote memorization and standardized testing, contrasting them with innovative approaches introduced in the new curriculum, which emphasize formative assessments, peer evaluations, and project-based learning. This comparison reveals a shift towards more dynamic and interactive assessment practices that align better with contemporary educational goals. Lastly, the investigation into the role of teachers in language assessment highlights their pivotal position as facilitators of learning. Teachers’ perspectives reveal that their involvement extends beyond mere evaluators; they are instrumental in designing assessments that cater to diverse learning needs while also providing feedback that guides students’ progress. The study underscores the necessity for ongoing professional development to equip teachers with effective assessment strategies aligned with curricular changes. In conclusion, this report elucidates critical insights into how language assessment practices have evolved at Tororo Town College, emphasizing the need for continuous adaptation to enhance educational outcomes. The findings advocate for a collaborative approach among educators to refine assessment methodologies further and ensure they meet the demands of modern education.