Facilitators_Manual_CBA_UNEB_Slides latest.pptx

Biology scenario facilitation 2025

1. FACILITATOR’S MANUAL Sensitisation of Secondary School Headteachers on CBA Uganda National Examinations Board (UNEB) Directorate of Examinations

2. Climate Setting Anthems - Ugandan, -East African Prayer -by Volunteer Introductions - Pairs introduce themselves to each other Sharing expectations. - In pairs, neighbours share their expectations

3. Workshop Objectives To expose headteachers to the philosophy of CBA To enhance headteachers’ classroom supervision skills under CBC/CBA as instructional leaders To sensitise headteachers on the importance of compliance with assessment reforms To equip headteachers with skills to support learning processes and monitor learner progress. .

4. Session 2: Policy and Curriculum Framework Familiarise participants with national policy drivers of educational reforms . - Vision 2040 - NDP IV - NCDC and - UNEB reforms. Activity: Match reforms to school-level actions.

5. Vision 2040 – Core Direction on Education and Skills Vision 2040 envisions human capital development as a cornerstone for transforming Uganda from a peasant to a modern and prosperous country within 30 years. It emphasises that education must: “produce a skilled, innovative, and adaptable labour force that can respond to the demands of a globally competitive economy.” It shifts focus from : - academic certification toward - competency and productivity , This a lign s perfectly with the principles of Competency-Based Education and Assessment (CBE/CBA).

6. NDP IV Strategic Objective: Enhance Human Capital Development Theme and Goal: Employment, Inclusive Growth & Wealth Creation In NDP IV’s strategic direction there is emphasis on aligning “skills development, education, and training systems with industry, technology, and employment needs.” The plan underscores private sector–led growth and job creation as a pillar — meaning that education systems (including assessment) must respond to labour market needs

7. NCDC & UNEB Reforms Assessment Philosophy Shift; -move from rote memorisation to assessing application, performance, and problem-solving. b. Continuous Assessment Integration(AMIS, Project, Integration of CA& EoC for certification. c. Examination Design and Questioning Approach(competency-based examination –scenario-based, scoring guides & exam rubrics d. Inclusion and Digitalisation -SNE adaptations

8. Session 3: Principles & Philosophy of CBA Philosophy and Focus Curriculum Design Teaching and Learning Approaches Assessment Practices Learning Outcomes

9. Philosophy and Focus Aspect Traditional System Competency-Based System Philosophical orientation Knowledge-based, content mastery is the goal. Competence-based, performance and application of knowledge are the goal. Focus of learning Coverage of prescribed syllabus and recall of facts. Demonstration of skills, values, and attitudes in authentic contexts. Learning purpose To pass standardized examinations. To ensure learners can do something meaningful with what they have learned.

10. 2. Curriculum Design Aspect Traditional Competency-Based Structure Organized by subjects and topics. Organized around competencies, learning outcomes, and performance standards. Sequencing Linear progression—teachers follow the syllabus chronologically. Modular and spiral—progress depends on mastery of specific competencies. Content load Often heavy, emphasizing memorization. Streamlined to focus on essential skills, attitudes, and values.

11. 3. Teaching and Learning Approaches Aspect Traditional Competency-Based Teacher’s role Knowledge transmitter and authority figure. Facilitator, coach, and guide to learning. Learner’s role Passive recipient of knowledge. Active participant and co-constructor of knowledge. Pedagogy Lecture, recitation, and note-taking. Interactive, problem-based, inquiry-based, and project-based learning. Pace of learning Time-bound and uniform for all learners. Learner-paced—progress determined by mastery, not seat time.

12. 4.Assessment Practices Aspect Traditional Assessment Competency-Based Assessment (CBA) Purpose To grade, rank, and compare learners. To determine what learners can do and identify performance gaps. Nature Summative—tests at the end of term/year. Continuous, formative, and performance-based. Task type Written exams focused on recall and theory. Real-life tasks, projects, portfolios, role plays, and practical demonstrations. Feedback Minimal—often just scores or grades. Detailed and constructive feedback guiding further improvement. Assessment criteria Norm-referenced (learners compared to peers). Criterion-referenced (learners judged against explicit standards or rubrics).

13. 5. Learning Outcomes Aspect Traditional Competency-Based Outcome measurement Achievement measured by test scores and grades. Mastery evidenced by demonstration of competencies in authentic contexts. Learner profile Knowledgeable but may lack applicable skills. Holistically developed—knowledgeable, skilled, and value-driven. Equity and inclusivity One-size-fits-all; limited attention to learner differences. Personalized and inclusive, supporting diverse learning needs and paces.

14. Presentation on various key aspects of CBA School Based Asssessment : (a) Continuous Assessment ( Subject Component, Project, AMIS) which are submitted to UNEB. (b) Other assessments which are not submitted to UNEB 2. End of Cycle Present CA and EOC

15. Implications for Stakeholders Teachers: Redefine teaching and assessment roles Learners: Take responsibility for their learning School leaders: Support continuous assessment processes UNEB: Standardise and monitor CBA implementation

16. Implications for Educ Reforms Traditional systems P rimarily emphasised content coverage and examination performance. Competency-Based Assessment (CBA) -U nder the New Lower Secondary Curriculum (NLSC) emphasises the application of learning outcomes through performance tasks, p rojects , and continuous teacher-based evaluatio n - aimed at producing graduates who are employable, creative, and problem-solving citizens .

17. Session 4: Headteachers’ Role in s upervising CBA falls under these categories; Leadership and Institutional Alignment Coordination and Support to Teachers Oversight of Assessment Implementation Quality Assurance and Documentation Communication and Stakeholder Engagement Monitoring and Continuous Improvement Ethical and Professional Oversight

18. ACTIVITY What should you do as a head teacher to ensure a successful implementation of CBA in your school?

19. Head teacher’s Role Supervise teaching and learning activities to ensure that they are aligned to the CBC curriculum/assessment requirements. Provide facilities and materials for competency based learning and assessment e.g computers, observation checklists, etc in time Manage the assessment processes in the school to ensure quality, equitable, reliable and valid assessment. Provide technical support to teachers in assessment processes. Ensure that assessment Items are developed, moderated, and administered the by all teachers in the school. Keep assessment records for all learners such that they can be retrieved for use by internal and external stakeholders whenever required. 19

20. Head teacher’s Role Capture S.3 learners’ registration information accurately Ensure that assessment scores are accurately captured on the AMIS and submitted to UNEB within the stipulated time. Manage the transfer of learners in the school by establishing the status of registration and assessment of the learner before admission. Guard against malpractice to protect credibility Note : Head teachers ought to advise parents who have children with results from other countries to have their documents equated by UNEB before admission at lower secondary. 20 04/10/2025

21. Session 6: Challenges & Solutions Activity: In groups, list the challenges and propose practical solutions. Challenges: Large classes, workload, resistance. Solutions: Peer support, gradual adoption, innovation.

22. Session 7: Monitoring & Reporting Indicators of successful implementation. 1. Curriculum and Instructional Alignment 2. Teacher Competence and Professional Practice 3. Learner Engagement and Performance 4. School Leadership and Supervision 5. Assessment Quality and Documentation 6. Stakeholder Understanding and Support 7. Institutional and Systemic Integration 8. Observable Outcomes

23. REPORTING FORMATS & FEEDBACK LOOPS. Teacher-Learner Classroom, Departmental and school-level reporting Teacher- Headteacher Headteacher-UNEB/NCDC School-Parent Activity: Draft a simple monitoring checklist.

24. Purpose of Reporting and Feedback in CBA To track learner progress against defined competencies. To provide timely, constructive feedback that supports learning and continuous improvement. To ensure accountability and consistency across teachers, departments, and schools. To communicate authentic learner performance to parents, administrators, and UNEB.

25. Tools and Templates Used TOOL PURPOSE CBA Record Sheets Track individual learner progress per competency. Rubrics and Checklists Provide objective performance standards. Moderation Forms Ensure reliability and fairness of teacher scoring. CBA Reporting Templates (UNEB/NCDC) Standardised data entry for digital submission. Feedback Forms Used for teacher–learner and school–UNEB communication.

26. Some of the Tools and Templates Used Subject Observation Checklist Continuous Assessment Item End of Cycle Assessment Item Project Observation Checklist CBA record sheet/score sheets Assessment Management Information System (AMIS)/Portal School Monitoring Tool ( Developed at School) UNEB monitoring tool

27. Features of Effective Feedback Timely – given immediately after assessment. Specific – focuses on what was done well and what needs improvement. Constructive – guides next steps in learning. Two-way – encourages learner and teacher reflection. Documented – recorded for tracking growth over time .

28. Expected Outcomes of Effective Reporting and Feedback Improved learner motivation and self-regulation. Enhanced teacher reflection and instructional planning. Greater transparency and accountability in assessment. Reliable and valid continuous assessment data feeding into UNEB’s national records.

29. Session 8: Action Planning & Closing Activity Develop school-based action plans for effective implementation of CBA . - Set realistic targets, create peer networks. - Individual planning & presentations.