Investigation of learners’ engagement in assessment for learning practices in the context of large classes, a case study in one primary school in Agago district northern Uganda
Date of Award
Master of Education (MEd)
Dr. Fredrick Japhet Mtenzi
Assessment for learning is the vital instrument in education practices for assessing, monitoring and evaluating learners‟ performance. The study provides an investigation on the different methods used to engage learners in assessment as it plays importance roles to enhance learners‟ performance.
The study besides, seeks to establish challenges teachers experience during engagement of learners in assessment. The study used a qualitative case design to investigate the problem.
The participants in this study include head teacher, teachers and the learners, who provided data needed for the study. An open semi-structured interview question was done with the head teacher, lesson observation guide was used to observe lessons conducted and focus group discussion was held with the learners and document analysis was analyzed to assert the use of AfL policies. The findings shows that learners were engaged in AfL, learners have roles in AfL and the school engages them in the lesson through activities, Teachers too have different aspects of AfL. However there are differences in teachers‟ ideology of AfL, they used AfL but not fully to effect teaching and learning. Besides, some teachers are unskillful to engage learners in assessment as seen in the data captured during lesson observation.
The study finally concluded that through lessons, homework, and assignment has shown as good effort made by teachers and learners to improve the performance. There is collaboration among teachers, and learners through the timely feedback given to improve engagement of the learner. The main words: Learners‟ engagement, assessment for learning, context of large classes.
Nyeko Lengomoi Grifin. (2019). Investigation of learners’ engagement in assessment for learning practices in the context of large classes, a case study in one primary school in Agago district northern Uganda (Unpublished Masters Thesis). Dar es salaam: Aga Khan University