Competence-Based Assessment in teaching and learning Science and Elementary Technology at lower level of primary schools at Musanze District, Rwanda

The study analyzed the implementation of CBA in teaching and learning SET at lower level of primary schools in Musanze district. It followed a pragmatic philosophy with mixed method approach. Using a concurrent parallel design, the study involved 396 participants, purposively selected in six schools. To this end, 341 learners, 49 teachers and 6 head teachers were surveyed, interviewed and observed during data collection. Quantitative data were numerically analyzed through descriptive statistics, while qualitative information was examined in their respective themes. Findings revealed that although participants acknowledged the importance of CBA, and appreciated its positive influences on learners’ learning outcomes; they also noted various hindrances to its effective use. These comprise insufficient teaching and learning aids, lack of training in CBA mostly in private schools, barrier in English MoI and high teacher-learners’ ratio in public and subsidized schools. Traditional methods, that mainly emphasize knowledge but not reflecting all learners’ learning capabilities were found mostly utilized in formative and summative assessments. Hence, the study ends up recommending collaboration and cooperation among schools’ authorities, REB, NESA, Civil societies and NGOs in education sector to allocate material, financial and human resources needed for inclusive assessment of all learners’ potentialities, for their effective orientations.