An exploration of the implementation of continuous assessment in Mathemetics education at primary teachers’ colleges in Uganda

Date of Award


Document Type


Degree Name

Master of Education (MEd)

First Supervisor/Advisor

Dr. Joyce Ndalichako

Second Supervisor/Advisor



Institute for Educational Development, East Africa


Improvement in the teaching and learning process for the benefit of both teachers and students is always at the centre of continuous assessment. It therefore follows from this view that continuous assessment in particular has been hailed to de-emphasize the hitherto terminal assessment because of various advantages it has over terminal assessment (Brown, 2004; Webb & Jones, 2009). This study was designed to explore the progress of the implementation of continuous assessment in mathematics education at Primary Teachers’ Colleges in Uganda, a component explicitly introduced in the curriculum and assessment since 2012. The study was conducted in a public Primary Teachers’ College. I used a qualitative research design, lesson observations were carried out, post observation conferences, interviews and focus group discussions with selected students as well as analysis of continuous assessment documents served as my instruments of collecting data. Research participants were mainly the two mathematics tutors, twenty students randomly selected from year one and year two, and the two administrators who are in charge of monitoring and ensuring proper implementation of continuous assessment. The findings revealed a number of continuous assessment strategies used in the teaching of mathematics education. The assessment strategies which were used included; practical approach, oral questioning, written assignments and one-shot tests and paper presentations. It was also found out that there were challenges faced in implementing continuous assessment such as lack of monitoring and support supervision, large classes, student diverse population and insufficient feedback to students. Nonetheless, findings revealed benefits of implementing continuous assessment which included increased student engagement, remedial support, and strengthened culture of reading as well as preparing students for implementation of continuous assessment in primary schools. A summary of findings, conclusion and recommendations to the tutors, administrators, MoES and Kyambogo University are provided. I also propose further studies in the same field focused on continuous assessment and tutor competence, continuous assessment and student diversity, as well as continuous assessment in PTCs versus in primary schools.

This document is available in the relevant AKU library