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

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Teachers' knowledge of competence-based curriculum formative assessment practices is inadequate, requiring improvement.
Findings indicate that most teachers depend on traditional methods, limiting effectiveness in CBC implementation.
The study employed qualitative methods, including in-depth interviews and thematic analysis with ATLAS.ti software.
Targeted training and capacity-building initiatives are essential to enhance teachers' understanding and support CBC curriculum implementation.

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This exploratory study reveals gaps in teachers' knowledge of formative assessment in CBC, suggesting targeted training programs for improvement.

Nakawuki et al. (2025) studied this question.

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This exploratory study reveals gaps in teachers' knowledge of formative assessment in CBC, suggesting targeted training programs for improvement.