How Assessment Influences Pupils’ Academic Performance in Government Aided Primary Schools in Namutumba Town Council, Namutumba District, Uganda
Keywords:
Assessment, academic staff motivation, Academic performance, government aided primary schoolsAbstract
This article reports how Assessment Influences Pupils’ Academic Performance in Government Aided Primary Schools in Namutumba Town Council, Namutumba District in Uganda. This study also investigated the relationship between formative assessment and pupils’ academic performance, the relationship between summative assessment and pupils’ academic performance, and the relationship between academic staff motivation and pupils’ academic performance. The study reviewed related literature by other scholars in assessment and pupils’ academic performance in order to have deep understanding of the assessment and student pupils’ performance in Namutumba Town Council, Namutumba District in Uganda through the continuous assessment grading system which requires the assessment of the change in behaviors, in terms of cognitive, affective and psychomotor domains. The pupils are evaluated from one stage to the other through tests, assignments, projects and other school activities. At the end of the term, the tests are used for determining the performance of the pupils in a particular subject visa vis academic staff motivation.
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