Closing the gap : continuous assessment in primary education in Uganda

The thesis investigates aspects of the implementation of the policy of continuous assessment since its introduction in 1998, with a view to analysing how teachers have perceived and used it. It poses questions about how teachers accustomed to the old system of assessment use the new continuous assessment, their understanding of continuous assessment, and what facilitates or hampers their adopting practices that exploit the advantages of formative assessment.

Grantor dc:publisher.institution

School of Education

Year dc:date.issued

2003

Author dc:creator

• Nakabugo, Mary Goretti

Advisors dc:contributor.advisor

• Siebörger, Rob
• Ssekamwa, J C

Language dc:language.iso

eng

Handle dc:identifier.uri

http://hdl.handle.net/11427/8010

OAI identifier oai:identifier

oai:open.uct.ac.za:11427/8010