Hindrances to effective competence-based assessment in English subject: a case of lower secondary school level in Rulindo district

Abstract

The main purpose of this research is to analyse barriers to effective implementation of Competence-Based Assessment in English subject. It was carried out in Rulindo District and was guided by the following specific objectives: to find out the extent to which teachers apply Competence-Based Assessment standards in English subject, to examine hindrances in implementing Competence-Based Assessment in English subject and to collect suggestions for effective Competence-Based Assessment in English subject. The research was qualitative in nature and used interview, classroom observation and document analysis as data collection methods. The study was conducted in O’Level schools in Rulindo District. A total number of 9 schools including 7 day and 2 boarding schools was selected using systematic random sampling. Participants were teachers of English in O’Level and Directors of studies in the selected schools. A total number of 26 respondents that include 17 teachers and 9 Directors of studies were interviewed using a semi-structured interview guide. In addition, 9 classroom observations, one from each school, were conducted using an observation checklist. Furthermore, 9 summative assessment papers were analysed using a document analysis checklist elaborated in reference to Bloom’s taxonomy. To present data, tables and figures were used and information was interpreted, analysed thematically and narratively. Findings revealed that respondents understand the concept of CBC/CBA. As observed during classroom observation, teachers vary questioning strategies but most of them assess lower levels of thinking and only few questions assess higher levels of thinking among students. It was also observed that some teachers do not provide timely and immediate feedback. During interview, respondents highlighted the main challenges to effective implementation of competence based assessment in English subject. These include: large classes, insufficient teaching and assessment materials, short teaching period and some teachers’ resistance to changes. To respond to the above challenges, the following were suggested: classroom size to be reduced at least to 30 students, teaching materials to be provided, time for teaching period to be raised to 50 min and the CPD to be reinforced. Based on presented findings, the general observation was that CBA in English subject is not effectively implemented due to the above-mentioned challenges. Therefore, the following recommendations were made:

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teachers should be flexible to abide by changes and implement CBA standards as required, school managers should provide regular support to teachers during assessment, and the government should provide schools with needed teaching materials and equipment to facilitate the effective CBA implementation in English subject at lower secondary school level.