TITLE:
Investigating Teacher Assessment Practices in the Teaching of Social Studies in Malawian Primary Schools
AUTHORS:
Wezzie K. M. C. Chiziwa, Esthery D. Kunkwenzu
KEYWORDS:
Continuous Assessment, Formative Assessment, Outcome Based Education, Primary Curriculum and Assessment Reform
JOURNAL NAME:
Open Journal of Social Sciences,
Vol.9 No.7,
July
28,
2021
ABSTRACT:
This study investigated teacher continuous assessment (CA) practices in
the teaching of social studies in Malawian primary schools. This was a qualitative
case study of eight primary school teachers
using classroom observation, in-depth interview and document analysis. The results
revealed dominant use of continuous testing practices in form of paper and
pencil tests. In addition, the assessment tasks did not support higher level of thinking as learners were not
challenged by the nature of questions and activities given. Furthermore, the frequency of tasks and use of CA results aligned more to summative function than formative function as propagated by the
curriculum. The implication of the findings is that the reform regarding CA in the Primary School Curriculum and Assessment
Reform (PCAR) remains symbolic. If teacher CA practice is to support learning in line with the
demands of PCAR, there is need to address
teacher assessment literacy.