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It uses a descriptive case study and draws on documentary and empirical evidence from key actors in educational assessment in Uganda. Findings show assessment relies mainly on traditional pen-and-paper tests, rewarding rote learning and overlooking higher-order thinking and multiple intelligences. The study proposes multiple assessment methods and recommends assessing non-cognitive skills, socioemotional abilities, and related intelligence at school and national levels.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/towards-a-holistic-and-relevant-educational-assessment-in-primary-schools-in-uganda/590730/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/towards-a-holistic-and-relevant-educational-assessment-in-primary-schools-in-uganda/590730.png","ImageObject",300,407,{"name":92,"@type":93},"Stanley","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-02","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the paper say about the current assessment used in Uganda’s primary schools?","Question",{"text":112,"@type":113},"It argues that assessment is mainly traditional pen-and-paper testing, emphasizing rote learning and measuring only a limited set of skills.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Why is the current assessment considered unfair to some pupils?",{"text":117,"@type":113},"The paper states that pupils with higher levels of intelligence may be judged weak or as failures because the assessments do not test intelligences not captured by the current tools.",{"name":119,"@type":110,"acceptedAnswer":120},"What assessment approach does the paper propose instead?",{"text":121,"@type":113},"It proposes multiple assessments—such as observations, group projects, journal reports, peer rating, and teacher rating—to measure learners’ multiple intelligences, including non-cognitive skills and socioemotional abilities.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},590730,1792208758,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},2336477405376,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","African Educational Research Journal  \nVol. 6(2), pp. 58-68, May 2018 DOI: 10. 30918/AERJ.62.18.018 ISSN: 2354-2160  \nFull Length Research Paper  \nTowards a holistic and relevant educational assessment in primary schools in Uganda  \nJohn Mary Vianney Mitana1,2*, Anthony Mugagga Muwagga1 and Cornelius Ssempala1  \n1College of Education and External Studies, Makerere University, P. O Box 40390, Kampala, Uganda. 2Luigi Giussani Institute of Higher Education, Kampala, Uganda.  \nAccepted 8 May, 2018  \n\n| ABSTRACT\u003Cbr>This paper sets out to explore the knowledge and skills assessed at Uganda’s primary school level and its relevance to the current and future needs of the learners. Using a descriptive case study design, the paper draws on documentary and empirical evidence from key players in educational assessment in Uganda. The paper reveals that the current educational assessment in Ugandan primary schools is mainly in the form of the traditional pen and paper tests, measuring rote learning of few bits of intelligence at the expense of high order thinking skills. This was found unfair to pupils who possess high levels of intelligence that are not tested by the currently used assessment measures. Some pupils may be unfairly judged as weak or even “failures” when in reality they are very strong in certain intelligences which are not tested. This paper proposes the use of multiple assessments such as observations, group projects, journal reports, peer rating and teacher rating to measure learners’ multiple intelligences. Pupil-friendly assessment tools and processes which clearly differentiate among learner differences, skills and experiences should be used. The study further recommends the assessment of non-cognitive skills and intelligence such as socioemotional skills at both school and national levels. This will encourage teachers to intentionally include them in their daily pedagogical work including school-based continuous assessments. It will also make assessment more holistic and that pupils are assessed on the skills required to face life within and outside the school.\u003Cbr>Keywords: Educational assessment, multiple intelligence, soft skills, assessment in Uganda. |\n| --- |\n| *Corresponding [author. Email: mitanavianney@yahoo.com](author. Email: mitanavianney@yahoo.com) , [j.mitana@lgihe.org. Tel:](j.mitana@lgihe.org. Tel:) +256 772991953, +256701504068. |\n\nINTRODUCTION  \nThe recent decades have witnessed a remarkable shift of attention from school inputs such as enrolment rates, infrastructure and teacher recruitment to learning outcomes in terms of knowledge, skills, attitudes and competencies (Altenyelken, 2015; UNESCO, 2000) . The increasing focus on learning outcomes comes with a profound attention to the quality and use of educational assessment as an indicator of educational quality (Wagner, 2011) . This growing interest in educational assessment suggests a desire to understand the quality and relevancy of learning outcomes to the constantly changing and evolving local and international contexts. Unfortunately, recent study reports such as Allen et al.(2016) and Ministry of Education and Sports (MoES,  \n2017a) indicate that educational assessment in Uganda neither meets the current and future needs of Ugandans nor is responsive to the country’s social, political and economic contexts. Furthermore, the recent symposium report on assessment and examinations in Uganda shows that Uganda’s assessment system concentrateson pupils’ recall of information and rote learning of what is easily quantifiable, but neglects other intelligences such as the interpersonal and intrapersonal intelligences which are considered crucial to the life of the learners within the 21st century (MoES, 2017b) .  \nThe concentration on rote learning seems to suggest an essentialist epistemological assumption that all learners require the same knowledge, skills and  \nintelligence to optimally function in their respective communities. Yet, to the contrary, e","cbCaivSP4QPEiafL","https://ap.wps.com/l/cbCaivSP4QPEiafL","pdf",104674,11,"English","# Abstract\n# Introduction\n## Learning outcomes and assessment quality\n## Gaps in current assessment practices\n## Rationale for holistic and relevant assessment\n## Scope for incorporating multiple intelligences","[{\"question\":\"What does the paper say about the current assessment used in Uganda’s primary schools?\",\"answer\":\"It argues that assessment is mainly traditional pen-and-paper testing, emphasizing rote learning and measuring only a limited set of skills.\"},{\"question\":\"Why is the current assessment considered unfair to some pupils?\",\"answer\":\"The paper states that pupils with higher levels of intelligence may be judged weak or as failures because the assessments do not test intelligences not captured by the current tools.\"},{\"question\":\"What assessment approach does the paper propose instead?\",\"answer\":\"It proposes multiple assessments—such as observations, group projects, journal reports, peer rating, and teacher rating—to measure learners’ multiple intelligences, including non-cognitive skills and socioemotional abilities.\"}]","Towards a holistic and relevant educational assessment in primary schools in Uganda | PDF",1792070298,28]