Assessment used to Measure Practical Skills in Competence Based Curriculum in Primary Schools in The Shiselweni Region in Eswatini (85)
Abstract:
Curriculum change is a pre-occupation of all countries, regardless of their political, social or economic status. Eswatini adopted competency-based education in 2019 after a comprehensive study that indicated that the objective based education did not cater for all leaners. The purpose of this study was to explore the assessment used to measure a Competency Based Curriculum in primary schools in selected schools in the Shiselweni region. The study was guided by the following research objectives, identify the assessment modes used in the implementation of competency-based curriculum in primary schools, determine the adequacy of resources for the assessment of the implementation of competence-based curriculum in primary schools, Assess the teacher’s skills and competencies in assessing competence-based curriculum. A Sequential Exploratory Mixed Method employing both qualitative and quantitative data collection techniques were employed. The target population for the study were teachers teaching in eight primary schools (N= 120) Data were collected using a semi-structured interview guide and document analysis for qualitative data. Focus Group discussion was used to generate items for the survey questionnaire. A sample of 92 teachers was drawn from the population using simple random sampling technique. The findings revealed that assessment skills in Competence Based Curriculum are not satisfactory. The mode of assessment used in schools was pen and paper. Lack of learning resources and large class sizes pose a challenge in the assessment of practical skills. The study concluded that most teachers lacked competence in assessing practical skills. The study recommended that the In-service department should prepare a document on assessment of practical skills and hold in service courses to equip teachers with skills they need to handle Competence Based Curriculum.
