Influence National Examinations on Classroom Practice and Soft Skills in Primary Schools in Uganda: Case of Kampala and Kabale Districts.

• In Event: Educating for the 21st century: experiences from the regional education learning initiative in East Africa

Proposal

The Ugandan Ministry of Education and Sports’ Strategic Report 2004-2015 highlighted the fact that, “students are not acquiring the skills and knowledge they need for the world of work or further education…” (Ministry of Education and Sports, 2004).
Whereas different bodies and organisations such as Uganda National Examinations Board (UNEB) have tried to assess students’ learning outcomes at secondary school level, the assessments have not given a full picture of learning outcomes especially in the area of soft skills. “Too many students who are successful in school do not learn enough of the skills and knowledge aligned with the current and future needs of employment and the further development of Uganda’s economy” (Allen, Elks, Outhred, & Varly, 2016, p. ii).
Educational researchers and practitioners have continuously indicated that national examinations influence what takes place in an educational system and more particularly the classroom practice (Kellaghan, 2004, Kellaghan and Greaney 2008). Recent studies such as Ahmad & Rao (2012) have tended to show that national examinations have only a negative backwash effect on class practice due to the Examination Driven Instruction (EDI) (Snyder, 1997). Allen, Elks, Outhred & Varly (2016) have argued that in Uganda, an EDI has led most teachers and pupils to give little priority to school and classroom activities that are not closely aligned to the official demands of examinations. Whereas other studies such as Abonyi (2014), Ahmad’s & Rao’s (2012), Sukyadi & Mardiani (2011) and UNESCO (1994), indicate that educational assessment especially with high stakes influences classroom practice, they not to agree on whether or not the influence of assessment on the classroom practice is negative, neutral or positive. This study therefore set out to explore the influence of public examinations on classroom practice. Specifically, this paper explores how educational assessment influences teachers’ choice of teaching methods and what is taught and learnt in the classroom. The study sample included 126 primary school teachers, 540 pupils, 18 school administrators, 10 parents, 04 officials from the MoES and 02 officials from the private assessment institutions (Uwezo and RTI). The study reveals that teachers’ selection of teaching methods is directly influenced by assessment particularly public examinations. The study reveals the end of cycle examinations influence what ultimately happens in the classroom: 75.6% (297) of the sampled teachers said that they focus of preparing pupils for end of cycle examinations. The methods used in teaching were those that encourage rote learning and memorisation of facts as teachers are preoccupied with preparing pupils to succeed in the end of cycle examinations. As a consequence, little or no effort is dedicated to teaching and learning methodologies that could foster soft skills acquisition like critical thinking or problem solving. The study argues that national examinations can be used to improved classroom practice if the content and methods of assessment are tuned to the educational objectives. The study recommends an inclusion of other skills relevant to the 21st century in the national examinations. This will motivate teachers and pupils to focus classroom practice on higher order thinking competences instead of rote learning.

Author

• John Mary Vianney Mitana, Luigi Giussani Institute of Higher Education