International Journal of Research and Innovation in Social Science (IJRISS) | Volume III, Issue VI, June 2019 | ISSN 2454–6186

Assessment Strategies for Effective Teaching and Learning: A Case for Zimbabwean Secondary Schools

Winnet Chindedza, Josiah Sithole

 Great Zimbabwe University, PO Box 1235, Masvingo, Zimbabwe

Abstract:-This paper focuses on the strategies used by teachers to assess pupils in Zimbabwean secondary schools. Library research was adopted to find out what strategies teachers use in assessing their pupils. Assessment strategies are geared to promote effective teaching and learning.So, the methods centre on examination and frequent testing and evaluation. This continuous assessment is done throughout the year for effective teaching and learning to take place. The research found out that, in Zimbabwe, teachers use marks, extension and remedial record books for pupils. These records help the teachers to continually assess pupils’ progress in mastering concepts in different subject areas on a daily basis. Continuous assessment comes in through the use of revision tests at the end of each chapter and pupils are also examined during and at the end of every term in order to assess their progress. At the end of the year, ‘O’ and ‘A’ level classes are given examinations based on vigorously maintained standards. An examination requirement that will demonstrate competence on the part of the pupil and the passing of these exams will show that effective teaching and learning took place in the classroom. So, continuous assessment gives pupils the right practice for achieving excellence in examinations. The study concludes that if assessment strategies are given due attention in the teaching and learning process, they promote quality education. Therefore, the study recommends that teachers and learners be seriously involved in the assessment process to promote excellence in teaching and learning.

Key Words: – Assessment strategies; effective teaching and learning

I. INTRODUCTION

Classroom assessment is conducted in order to enhance effective teaching and learning (Gronlund, 2003). Assessment enables teachers to look at areas that students lack mastery and where difficulties areexperienced. Different methods of assessing students’ progress in learning and difficulties encountered are employed by teachers in their classrooms (Popham, 2008).Assessment of students can be in the form of extension record books, remedial books and record of marks.These records help teachers to evaluate the progress of their students as well as evaluating their own teaching methods. Black and William (1998) assert that improvement of learning occurs when teachers use classroom assessment information to establish knowledge, skills and attitudes possessed by their students and incorporate that information in planning for lessons.