The Role of Science Teachers in the Implementation of Quality School based Assessments in Selected Zambian Secondary Schools

Bwembya Ireen, Harrison Daka
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Abstract

The introduction of School based Assessments in Zambia were aimed at improving the teaching and learning as well as raise the bar of students performance in the country. However, the implementation of SBA in secondary schools faces unique challenges, particularly in the context of Zambia, exacerbated by the global COVID-19 pandemic. This study investigated the implementation of SBA in science subjects within selected Zambian schools, aiming to develop an evidence-based framework for sustaining the quality delivery of SBA in science education. Through a comprehensive investigation, this research examined the alignment of SBA practices with guidelines and identified gaps in implementation processes. Key objectives included assessing the evaluation of SBA policy since its rollout, examining administration processes, identifying challenges faced by stakeholders, and proposing interventions for improvement. Methodologically, the study employed tools such as questionnaires, interviews, and Focus Group Discussions to collect data. Qualitative data was analysed thematically while quantitative data was analysed using SPSS tool. Research findings revealed that teachers perceived SBA as a process of enhancing teaching and learning of science through the conduct of experiments which in turn improved teachers’ capacity and confidence in handling practical lessons. SBA provided teachers with an opportunity to closely monitor learners’ strengths and weaknesses as well as checking progress of learning. However, a considerable number of teachers held that SBA was an additional load onto their already burdened schedules but mandated to implement it as it was policy. Low staffing levels, time allocated to each science period, the number of tasks, inadequate laboratories and apparatus, resource constraints, high levels of enrolment resulting from positive response of Free Education Policy, many classes to teach by one teacher and lack of motivation, dominated the challenges faced by teachers in SBA implementation. The categorization of SBA revealed a duty-bound approach towards SBA (symbolic compliance), as SBA marks were mandatory for totalling learners’ final marks at the end of secondary school level. The study's recommendations aimed to enhance SBA implementation and foster positive educational outcomes. Furthermore, suggestions for future research include exploring the long-term impact of SBAs on academic performance, conducting comparative studies across different subjects, investigating technology integration, and exploring stakeholder perspectives. The research has contributed valuable insights to the discourse on educational assessment practices, providing a foundation for informed decision-making and strategic actions to improve science education in Zambian schools and beyond.
科学教师在赞比亚部分中学实施优质校本评估中的作用
在赞比亚引入校本评估的目的是改善教学,提高该国学生的成绩。然而,在中学实施校本评估面临着独特的挑战,特别是在赞比亚的背景下,全球 COVID-19 的流行加剧了这一挑战。本研究调查了赞比亚部分学校在科学科目中实施校本课程的情况,旨在制定一个循证框架,以维持科学教育中校本课程的高质量实施。通过全面调查,本研究考察了校本课程实践与指导方针的一致性,并找出了实施过程中的差距。主要目标包括评估校本课程政策推出以来的评估情况,检查管理流程,确定利益相关者面临的挑战,并提出改进措施。在方法上,研究采用了问卷调查、访谈和焦点小组讨论等工具来收集数据。定性数据采用主题分析法,定量数据则采用 SPSS 工具进行分析。研究结果表明,教师认为校本课程是通过开展实验提高科学教与学的过程,这反过来又提高了教师处理实践课程的能力和信心。校本評核讓教師有機會密切監察學生的強、弱項及檢查學習進度。然而,相当多的教师认为,校本课程是对他们本已十分繁重的课表的额外负担,但由于这是一项政策,他们必须执行。教师在实施校本课程时面临的主要挑战包括:人员配备水平低、每节科学课的时间分配、任务数量多、实验室和仪器不足、资源限制、免费教育政策的积极响应导致入学率高、一名教师要教许多班级以及缺乏动力。校本評核的分類顯示,由於校本評核分數是學生在中學畢業時的期末總分的必備項目,教師對校本評核採取責無旁貸的態度(象徵性遵守)。本研究提出的建议旨在加强校本课程的实施,促进取得积极的教育成果。此外,对未来研究的建议还包括探讨校本课程对学业成绩的长期影响、开展不同科目的比较研究、调查技术整合情况以及探讨利益相关者的观点。这项研究为有关教育评估实践的讨论提供了宝贵的见解,为改善赞比亚学校及其他地方的科学教育的知情决策和战略行动奠定了基础。
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