Bridging the Gaps: Enhancing Teachers' Proficiency in Marking and Feedback Practices for Uganda's Competency-Based Curriculum

Abstract

Uganda's Competency-Based Curriculum aims to equip learners with 21st-century skills through learner-centred teaching, formative assessments, and criterion-referenced evaluation. This qualitative multiple-case study examines teachers' proficiency in marking and feedback practices in two public lower secondary schools in Mpigi District, revealing systemic gaps in marking methods, rubric use, feedback quality, training, resources, and class size.

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