Scenario-Based Assessment as a Driver of the Lower Secondary School Competency-Based Curriculum in Uganda

Adopting a Competency-Based Curriculum (CBC) marks a significant shift in educational paradigms, with scenario-based assessment emerging as a cornerstone of this evolution. Grounded in Constructivist Learning Theories, Situated Learning Theory, and Problem-Based Learning theory, scenario-based assessment immerses students in real-world situations, fostering active learning, critical thinking, and practical competence. Scholars highlight various forms of scenario-based assessment, including case studies, simulations, and problem-based scenarios, each offering unique benefits for evaluating students' abilities. Facilitating factors influencing scenario-based assessment include clear learning objectives, structured rubrics, collaborative learning environments, timely feedback, and technology integration. However, obstacles such as ambiguous learning objectives, examiner bias, inadequate feedback mechanisms, and resource limitations can hinder assessment outcomes. Addressing these challenges is essential to ensure the integrity and efficacy of scenario-based assessment in promoting deeper learning and preparing students for the complexities of the 21st century.