COMPETENCE-ORIENTED ASSESSMENT IN GLOBALISING WORLD: ANALYSIS OF PAPER STANDARDS FOR NATIONAL EXAMINATIONS IN RWANDA

Emmanuel Niyibizi

Abstract


Since 2016, a competence-based curriculum has been introduced in the Rwandan education system starting from nursery, primary, secondary and later in Teacher Training Colleges. Pedagogical guidelines were enacted, and orientations for assessment were put in place. However, research on competence assessment is still limited. The article at hand contributes, using a content analysis by a critical analysis of paper standards for general education national examinations in Rwanda, to the discourse of competence-oriented assessment. The results show that the framework sets the basics for transparency in assessment. However, it is limited to assessment of cognitive competences with more emphasis on lower-order thinking of the revised Bloom’s taxonomy (Anderson & Krathwohl, 2001). Unfortunately, the framework seems to limit flexibility, fluidity, transferability, and complexity of competences in an interdisciplinary and transdisciplinary perspective. Furthermore, in addition to the imperative of quality continuous professional development of teachers as well as other educational stakeholders, alternativity in assessment beyond sole written modes should be reflected at different levels of education. Further conceptual, empirical and theoretical studies are recommended as far as competences-oriented assessment in the globalising world is concerned.

 

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competence-oriented assessment, globalising world, global learning, national examination

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References


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DOI: http://dx.doi.org/10.46827/ejes.v12i7.6092

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