An Analysis of Classroom Assessment Strategies Utilized by Secondary School Teachers: A Case of Selected Schools in Kabwe District, Zambia.

This study investigates the classroom assessment strategies employed by secondary school teachers in selected schools within Kabwe District, Zambia. The primary objectives of the study were: To identify the assessment strategies utilized by teachers in selected secondary schools in Kabwe District. To explore the rationale behind teachers’ choice of assessment strategies and their implications for learner outcomes. Adopting a descriptive survey design, the study employed a concurrent embedded mixed method approach, involving 250 teachers, 10 school head teachers, and 8 Senior Education Standard Officers (SESOs). Data were collected through self-administered questionnaires and in-depth interviews. The findings revealed the following: The majority of teachers in public secondary schools predominantly use summative assessment strategies that do not align with curriculum recommendations. These strategies, such as quizzes, oral question-and-answer sessions, and multiple-choice tests, primarily focus on lower-order cognitive skills and do not effectively promote critical thinking.\ Formative assessment strategies, which require higher-order cognitive skills, such as essays, debates, role-playing, teacher expositions, and discussions, are frequently avoided due to time constraints and perceived difficulty. The selection of assessment strategies is influenced by systemic challenges including large class sizes, inadequate resources, insufficient administrative support for teachers’ training, and an education system that prioritizes summative assessment over formative learning. The study concluded that secondary school teachers in Kabwe District predominantly rely on lower-order assessment strategies within a teacher-centered approach. The primary constraints identified were large class sizes, time limitations, inadequate training, and limited resources, all of which contribute to teachers’ reliance on summative assessments. As a result, student learning outcomes are negatively impacted due to the lack of formative, higher-order cognitive assessments. To improve classroom assessment practices, the study recommends measures such as reducing class sizes to a maximum of 40 students per class, increasing time allocated for assessments, enhancing teacher training programs to address knowledge gaps and strengthening administrative support from school management to fully implement formative assessments.