Exploring the implementation of continuous assessment learner activities in marginalized Zimbabwean secondary schools: A literature perspective

Exploring the implementation of continuous assessment learner activities in marginalized Zimbabwean secondary schools: A literature perspective

Chikuvadze Pinias* chikuvadzepinias@gmail.com University of the Free State
Zuva Joseph jtzuva@gmail.com Vaal University of Technology
Pagan'a Jane jcpaganga@gmail.com Bindura University of Science Education
Summary: 
This study sought to explore implementation of the continuous assessment learner activities (CALA) in marginalized secondary schools. Transformative paradigm, and qualitative approach formed the methodological framework that guided the data sourcing, analysis and discussion of the findings. In this context records were identified from grey literature, duplicate sources were removed before screening, thereafter screening was done with some being excluded based on either their abstracts or content. The articles, which met the inclusion criteria were interrogated through content analysis. Findings indicate that the Ministry of Primary and Secondary Education through policy circulars has conventional efforts to reorient marginalized secondary schools’ CALA. Though the decision to introduce CALA in marginalized secondary schools was noble, it was negatively affected by ineffective planning, and preparation. These in one way or the other have contributed negatively to the implementation of CALA in marginalized secondary schools. In light of these findings, the study recommends that alternative CALA implementation strategies that are inclusive and further staff development activities that address misconceptions on this new approach to assessment.
Keywords: 
Exploring the implementation of continuous assessment learner activities in marginalized Zimbabwean secondary schools: A literature perspective
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