Conventional educational assessments favour individuals who are strong in memory and analytical abilities. This is based on a long-standing theory of a general intelligence (g). Alternative intelligence theories have however ...

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 ...

The study set out to give a conceptual definition and assessment of Higher Order Thinking skills (HOTs), and establish the proportion of HOTs and Lower Order Thinking skills (LOTs) questions within the 20102016 Uganda ...

The study set out to analyse the philosophical assumptions underpinning educational assessment in Uganda at the primary school level. Specifically, the study sought to; analyse how assessment is handled at the primary ...