Teachers' Knowledge of CBC Formative Assessment Practices in Selected Public Secondary Schools in Mpigi District, Uganda

This study explored teachers' knowledge of Competence-Based Curriculum (CBC) formative practices in selected Mpigi District public secondary schools, Uganda. The study aimed at exploring teachers' knowledge of Competence-Based Curriculum (CBC) formative practices in selected Mpigi District public secondary schools, Uganda. A cross-sectional exploratory qualitative approach was employed, involving purposive sampling of Head teachers, teachers, and NCDC, UNEB Education officials. Data collection methods included in-depth interviews, observation checklists, and documentary reviews, analysed using thematic analysis facilitated by ATLAS.ti Version 25. Findings reveal that teachers' knowledge of CBC formative assessment practices falls short of required standards. The study recommends targeted CPD training and retooling for teachers through seminars, workshops, conferences, benchmarking, and other capacity-building programs to effectively implement the CBC curriculum, findings further show that the majority of participants highlighted that teachers' knowledge in implementing CBC formative assessment falls short of required standards. The study recommends targeted training and retooling for teachers through seminars, workshops, conferences, benchmarking, and other capacity-building programs to effectively implement the CBC curriculum in study areas and Uganda at large. Teachers in Mpigi District selected public secondary schools have a basic understanding of Competency-Based Curriculum Formative Assessment (CBCFA) practices. However, their knowledge is constrained by a reliance on traditional focused methods.