A study into the perceptions of educators on the new competence based curriculum’s formative and summative assessment in four secondary schools in Muzarabani district of Mashonaland Central in Zimbabwe

Abstract

The reason for carrying out this study was to investigate the perception of educators on the new competence based curriculum‟s two assessment procedures of formative and summative in four secondary school of Muzarabani District of Mashonaland Central Province.

Four schools were selected from the district through random sampling and this saw about forty educators being involved. A descriptive survey method was also applied .Furthermore the questionnaire was used for data collection as the main tool. To substantiate the data collected through questionnaires, interview was also used.

In an attempt to analyze quantitative data, frequency tables were employed through questionnaire. The qualitative data gathered through interviews were analyzed thematically. It was therefore observed that the perceptions of educators on the new competence based curriculum was not that negative as they indicated that they did appreciate the introduction of the new assessment techniques which they felt was long overdue and felt it was a step in the real direction. The results also indicated that they had no problem in embracing the new curriculum as it goes a long way into revolutionizing our education system thereby producing an individual who is competent in knowledge, skills and attitudes. The results indicated that the new competence based curriculum implementation had taken off in our secondary schools in the real sense.

However, constructive recommendations were that the introduction of the competence based curriculum should have been well scheduled, well planned and consolidated by an active involvement of all stake holders like the policy makers, examination boards and many other educational partners for the smooth implementation of the assessment procedures. Further suggestions were that the policy makers should initiate an active approach to staff development of the educators so as to capacitate them into the employment of the new assessment procedures, which most educators felt needed a strong back up.