Enhancing Academic Performance through Effective Assessment Practices: An Integrative Literature Review of Secondary Education in Gomba District, Uganda

This integrative review explores the relationship between assessment practices (AP) and students' academic performance at the Uganda Certificate of Education (UCE) level in secondary schools, with a specific focus on Gomba District, Uganda. The review synthesises theoretical, empirical, and contextual literature to critically examine the extent, nature, and impact of assessment strategies employed by teachers. Drawing on behaviourist theories such as Skinner’s Operant Conditioning and the Continuous Assessment Accountability Model, the paper highlights how formative and summative assessments influence learner outcomes. Using an integrative approach, the review collates literature from both national and international sources, examining the interplay between teacher knowledge, assessment design, and student engagement. Findings reveal a significant gap between policy and practice, with a dominance of summative assessments and limited feedback mechanisms hindering learning. The review recommends investment in teacher assessment literacy, policy alignment, and inclusive, formative assessment tools as means to enhance academic achievement. This paper contributes to educational research by offering a context-specific synthesis that informs policy and pedagogical reforms aimed at improving academic outcomes in under-resourced rural districts