Implementation of biology competence-based assessment practices in certificate of secondary education schools in nyamagana municipality, Mwanza region

This study investigated the implementation of biology competence-based assessment (CBA) practicesin secondary schools in Nyamagana municipality, Mwanza Region. The study had four objectives, namely to: explore biology teachers’ understanding of competence-based assessment practices in the teaching and learning of biology; identify the techniques that teachers use to implement competence-based assessment practices during the teaching and learning of biology; find out how competence- based assessment techniques contribute to students’ learning; and identify the challenges facing the implementation of competence- based assessment in the teaching and learning of biology.Sample size for the study was forty two participants from sixgovemment secondary schools, comprising of academic masters, biology teachers and form three students. Data were collected through classroom observation; semi structured interview, documentary review and focus group discussions and then analyzed qualitatively using content analysis technique. The study findings revealedthat there were inconsistencies in teachers’ understanding of competence-based assessment practices whereby only two of twelve teachers correctly explained their understanding of competence-based assessment practices. Concerning the implementation of CBA practices, teachers showed their awareness of the use of some CBA techniques to assess students’ learning, including oral questions, group presentations, practical tasks and observation assessment whereas, they rarely used project, journal and essay writing and portfolio. Moreover, findings showed that teachers lacked skillsfor integrating assessment with teaching and learning process, accompanied with involvement of students in the assessment procedure as competence-based assessment practices demand.Both teachers and students acknowledged the contribution of competence-based assessment practices to learning, for instance, it improves students’ way of expression, and increasesthe level of understanding concepts. Challenges of implementation of CBA included lack of training for teachers, inadequate time, insufficient teaching and learning materials and large numbers of students in classrooms that limits effective implementation of CBA practices. Based on the findings, this study concludes that teachers’ varied understanding of competence-based assessment practices, partial use of competence-based assessment techniques, teachers’reluctant implementation of CBA practices despite their acknowledge of its contribution to students learning and the perceived challenges lead to improper implementation of the competence-based assessment practices. Therefore, among other things, the study recommends that there should be orientation to in-service teachers, and inclusion of CBA package into curriculum content for pre-service teachers.