African Educational Theories & Practices

The document provides an in-depth examination of educational assessment within the African context, particularly focusing on Eswatini. It begins by defining assessment as a crucial tool for determining the achievement of educational goals and objectives, aligning with national policies and improvement programs. The text emphasizes that assessment is integral to the educational process, serving as a reflection of the effectiveness of teaching and learning strategies.

The essay discusses two primary types of assessments: formative and summative. Formative assessments are ongoing evaluations that help educators understand students’ progress and adapt their teaching methods accordingly. In contrast, summative assessments are typically conducted at the end of a learning period to evaluate overall achievement. The document raises questions about the relevance of summative assessments, suggesting that if formative assessments are conducted effectively, they may render summative assessments unnecessary.

Challenges associated with traditional assessment methods are highlighted, particularly in rural African schools. The document argues that assessments often fail to account for the practical skills and knowledge that students acquire outside the classroom, such as agricultural practices learned at home. This disconnect can lead to misclassification of students’ abilities, particularly when assessments are not culturally sensitive or relevant to their lived experiences.

Language barriers are also discussed, noting that many students in Eswatini struggle with English, which can hinder their performance on assessments. The document points out that assessments are often designed with a bias towards the cultural backgrounds of those who create them, potentially disadvantaging students from different backgrounds.

In conclusion, the document advocates for a more holistic approach to assessment that recognizes and values the diverse skills and knowledge that students bring to the classroom. It calls for educational assessments to be tailored to the cultural context of learners, ensuring that they are fair and representative of their capabilities. The insights drawn from personal experiences as both a student and educator are used to emphasize the need for reform in assessment practices to better serve the educational needs of African students.