Assessing Learners Within Large Classes for Effective Learning Outcomes in Teacher Education in Uganda

  • Godfrey G. Bakaira Kyambogo University, Uganda
Keywords: Large Class, Assessment Practices, Teaching, Learning Outcomes


The importance and role of teachers in the country’s education development and empowerment, especially in effort to meet the challenges of the 21st Century, over time and again, assessment of learners within the context of large classes (more than 70 children in each class) has remained a big challenge to practicing teachers during classroom practice. This is not a result of only the interpretation of the concept of large class, but also reflection and application of relevant assessment and pedagogy practices during the teaching and learning process. The paper presents the challenges of large classes and effective assessment practices for tangible learning outcomes which have a lot of implications to the teachers when planning for large classes in practice. Limited evidence has been provided to teachers as adequate interventions on how to assess learners within large classes for effective learning outcomes, the need for the study and action. The study has been practical, evaluative, using mixed design and approach on teacher education practitioners. The findings include among others universal and practical concepts, assessment management challenges, contextual assessment interventions or strategies and tips for large classes including application and integration of Information Communication Technology for quality teaching, assessment and effective leaner outcomes.


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How to Cite
Bakaira, G. (2022, November 14). Assessing Learners Within Large Classes for Effective Learning Outcomes in Teacher Education in Uganda. African Journal of Education,Science and Technology, 7(2), Pg 257-279.