Impacts of CALA as an assessment tool on learners and facilitators at O’ Level in Tsholotsho North, Ward 6

Author

Maseko, N.S.

Title

Impacts of CALA as an assessment tool on learners and facilitators at O’ Level in Tsholotsho North, Ward 6

Abstract

The recent curriculum changes have emphasised the importance of Continuous Assessment (C.A) as a basis of measuring progress and achievement of learners. The aim of this study was to investigate the impacts of using Continuous Assessment Learning Activities (C.A.L.A) as an assessment tool at Secondary School level on both learners and facilitators. Quantitative methods were used to investigate the perceptions, attitudes and impacts of C.A on 30 form 3 and form 4 learners from 3 schools that offer Chemistry at ordinary level, and 15 facilitators from the same 3 schools in Tsholotsho North ward 6 constituency. Learners were selected using systematic random sampling while facilitators were sampled using purposive expert sampling.
Focus group discussions and in-depth interviews were used to collect data from facilitators while questionnaires were used to collect data from the learners. The grounded theory analysis was used to analyse the data to provide a deep understanding of the participants’ actions,behaviours and explain events that can not be explained by existing data with the sole goal of making informed decisions. This study found that learners have no idea why CALA was implemented. Learners are simply clueless on the Government’s intended goals and objectives for the introduction of CALA. This lack of knowledge on CA is leading to the relaxed attitude of learners toward CALA. Learners were also found to be overwhelmed by the number of CALAs they must do in a space of 2 years leading to their lack of exertion in their CA activities. From the facilitators’ perspectives the greatest concern was on how CA was implemented, though a reasonable number of facilitators however felt there was room for improvement as far as implementation and administration of CALA is concerned. The study provides empirical evidence supporting the efficacy of CALA and offers insights into the factors that contribute to their failure and potential success. The implications of this research can inform educational policies, pedagogical practices and curriculum development initiatives aimed at fostering more engaging and impactful learning experiences

Date

2024

Publisher

BUSE

Keywords

Continuous Assessment Learning Activities

assessment tool

learners and facilitators

Supervisor

Mr I. Gwizangwe