Opinion Article
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Continuous Assessment in Malawian Primary Schools: An Effective Policy on Paper

Year 2022, Volume: 6 Issue: 12, 105 - 109, 11.11.2022
https://doi.org/10.31458/iejes.1120483

Abstract

Education reform is a catchword in academia particularly now that the world is becoming more complex. The Ministry of Education in Malawi revised its primary school curriculum in the early 2000 to address educational challenges. Two key aspects of the reform were a paradigm shift from teacher to learner-centered teaching approaches and the integration of continuous assessment in the teaching and learning process. The obvious anticipation of the primary curriculum and assessment reform (PCAR) was that the education challenges facing the primary school sector would be addressed. This paper argues that the emphasis on the use of CA to address the learning challenges in primary education remains a far-fetched dream if there is no radical reform in the system and operating context.

References

  • Calderhead Teacher, J. & Shorrock, S.B. (1997). Understanding teacher education. London: The Falmer Press.
  • Chakwera, E., Khembo, D., & Sireci, S.. (2004). High-stakes testing in the warm heart of Africa: The challenges and successes of the Malawi national examinations analysis archives. Retrieved [20th October 2021] from http://epaa.asu.edu/epaa/v12n29
  • Chiziwa, W. K.M.C., & Kunkwenzu, E. D. (2022). Feedback amidst new assessment culture in Malawian primary schools. Open Journal of Social Sciences, 10, 100-116. https://doi.org/10.4236/jss.2022.101008
  • Chiziwa, W. K.M.C., & Kunkwenzu, E. D. (2021). Investigating teacher assessment practices in the teaching of social studies in Malawian primary schools. Open Journal of Social Sciences, 9, 480-495. https://doi.org/10.4236/jss.2021.97035
  • Chulu, B. W. (2013). Institutionalisation of assessment capacity in developing nations: the case of Malawi. Assessment in Education: Principles, Policy & Practice, 20(4), 407-423. http://doi.org/10.1080/0969594X.2013.843505
  • Fautly, M. & Savage, J. (2008). Assessment for learning and teaching in secondary schools. 33 Southern hay East: Learning Matters Ltd.
  • James, M. (2006). Assessment teaching and theories of learning. In Assessment and learning. Gardner, J. (Ed). London: SAGE Publications. Ltd 51-60.
  • Kaambankadzanja, D. (2005, April). The primary curriculum and assessment reform (PCAR): The process, the challenges and the way forward. Paper presented at National Education Conference. March 29- April 1.
  • Kivunja, C. (2015). Why students don’t like assessment and how to change their perceptions in 21st century pedagogies. Creative Education, 6, 2117-2126. http://doi.org/10.4236/ce.2015.620215
  • Mchazime, H. (2003). ‘Integrating primary school curriculum and continuous assessment in Malawi’, Improving Educational Quality Report [online]. Available at: http://edumalawi.cc.ac.mw/jspui/bitstream/123456789/126/1/Intergrating%20continuous%20assessmnet%20into%20the%20Primary%20School%20Curriculum%20in%20Malawi.pdf (Accessed: 10th November 2016)
  • MoE. (2020). National education sector investment plan 2020-2030. Lilongwe: Ministry of Education.
  • MoEST. (2014). Orientation manual for junior secondary school curriculum generic issues. Lilongwe: MoEST.
  • MoEST. (2015). National education standards, primary and secondary education. Lilongwe: Ministry of Education Science and Technology
  • Sadler, D.R. (1989). Formative assessment and the design of instructional systems. Instructional Science. 18(2), 119–144.
  • Shepard, L.A. (2009). The role of assessment in learning culture. The Journal of Education. 189(1)
  • Susuwele-Banda, W.J. (2005). Classroom assessment in Malawi: teachers’ perceptions and practices in mathematics. Unpublished Doctoral Thesis: Virginia Polytechnic Institute and State University.
  • Vu, T. T., & Dall’Alba, G. (2007). Students’ experience of peer assessment in a professional course. Assessment and Evaluation in Higher Education, 32, 541-556. https://doi.org/10.1080/02602930601116896

Continuous Assessment in Malawian Primary Schools: An Effective Policy on Paper

Year 2022, Volume: 6 Issue: 12, 105 - 109, 11.11.2022
https://doi.org/10.31458/iejes.1120483

Abstract

Education reform is a catchword in academia particularly now that the world is becoming more complex. The Ministry of Education in Malawi revised its primary school curriculum in the early 2000 to address educational challenges. Two key aspects of the reform were a paradigm shift from teacher to learner-centered teaching approaches and the integration of continuous assessment in the teaching and learning process. The obvious anticipation of the primary curriculum and assessment reform (PCAR) was that the education challenges facing the primary school sector would be addressed. This paper argues that the emphasis on the use of CA to address the learning challenges in primary education remains a far-fetched dream if there is no radical reform in the system and operating context.

References

  • Calderhead Teacher, J. & Shorrock, S.B. (1997). Understanding teacher education. London: The Falmer Press.
  • Chakwera, E., Khembo, D., & Sireci, S.. (2004). High-stakes testing in the warm heart of Africa: The challenges and successes of the Malawi national examinations analysis archives. Retrieved [20th October 2021] from http://epaa.asu.edu/epaa/v12n29
  • Chiziwa, W. K.M.C., & Kunkwenzu, E. D. (2022). Feedback amidst new assessment culture in Malawian primary schools. Open Journal of Social Sciences, 10, 100-116. https://doi.org/10.4236/jss.2022.101008
  • Chiziwa, W. K.M.C., & Kunkwenzu, E. D. (2021). Investigating teacher assessment practices in the teaching of social studies in Malawian primary schools. Open Journal of Social Sciences, 9, 480-495. https://doi.org/10.4236/jss.2021.97035
  • Chulu, B. W. (2013). Institutionalisation of assessment capacity in developing nations: the case of Malawi. Assessment in Education: Principles, Policy & Practice, 20(4), 407-423. http://doi.org/10.1080/0969594X.2013.843505
  • Fautly, M. & Savage, J. (2008). Assessment for learning and teaching in secondary schools. 33 Southern hay East: Learning Matters Ltd.
  • James, M. (2006). Assessment teaching and theories of learning. In Assessment and learning. Gardner, J. (Ed). London: SAGE Publications. Ltd 51-60.
  • Kaambankadzanja, D. (2005, April). The primary curriculum and assessment reform (PCAR): The process, the challenges and the way forward. Paper presented at National Education Conference. March 29- April 1.
  • Kivunja, C. (2015). Why students don’t like assessment and how to change their perceptions in 21st century pedagogies. Creative Education, 6, 2117-2126. http://doi.org/10.4236/ce.2015.620215
  • Mchazime, H. (2003). ‘Integrating primary school curriculum and continuous assessment in Malawi’, Improving Educational Quality Report [online]. Available at: http://edumalawi.cc.ac.mw/jspui/bitstream/123456789/126/1/Intergrating%20continuous%20assessmnet%20into%20the%20Primary%20School%20Curriculum%20in%20Malawi.pdf (Accessed: 10th November 2016)
  • MoE. (2020). National education sector investment plan 2020-2030. Lilongwe: Ministry of Education.
  • MoEST. (2014). Orientation manual for junior secondary school curriculum generic issues. Lilongwe: MoEST.
  • MoEST. (2015). National education standards, primary and secondary education. Lilongwe: Ministry of Education Science and Technology
  • Sadler, D.R. (1989). Formative assessment and the design of instructional systems. Instructional Science. 18(2), 119–144.
  • Shepard, L.A. (2009). The role of assessment in learning culture. The Journal of Education. 189(1)
  • Susuwele-Banda, W.J. (2005). Classroom assessment in Malawi: teachers’ perceptions and practices in mathematics. Unpublished Doctoral Thesis: Virginia Polytechnic Institute and State University.
  • Vu, T. T., & Dall’Alba, G. (2007). Students’ experience of peer assessment in a professional course. Assessment and Evaluation in Higher Education, 32, 541-556. https://doi.org/10.1080/02602930601116896
There are 17 citations in total.

Details

Primary Language English
Subjects Studies on Education
Journal Section Opinion Article
Authors

Wezzie Chiziwa 0000-0002-0140-3309

Early Pub Date October 31, 2022
Publication Date November 11, 2022
Submission Date May 24, 2022
Published in Issue Year 2022 Volume: 6 Issue: 12

Cite

APA Chiziwa, W. (2022). Continuous Assessment in Malawian Primary Schools: An Effective Policy on Paper. International E-Journal of Educational Studies, 6(12), 105-109. https://doi.org/10.31458/iejes.1120483

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