Examining Learner-Centered Modes of Assessment: Perspectives from the 2014 South Sudan National Curriculum Framework

Abstract

Purpose: To explore learner-centered modes of assessment employed in 15 randomly selected public and private secondary schools within Juba City following the implementation of the competency-based curriculum. Methodology: The study employed a mixed methods convergent parallel design. A total of 225 teachers were randomly selected to respond to a self-administered questionnaire. Interviews were conducted with 16 teachers, 13 head teachers, and three officials from the National Examination Council (NEC) in the Ministry of General Education and Instruction (MoGEI), while focus group discussions involved 42 science and humanities teachers. Participants for the interviews and focus group discussions were purposively selected. The questionnaire attained a Content Validity Index (CVI) of 0.88, an intraclass correlation coefficient of 0.916 for test-retest reliability, and a Cronbach’s alpha of 0.75 for internal consistency. Findings: Teachers employed various learner centered modes of assessment, primarily through formative assessment conducted continuously using questioning, class exercises, assignments/homework, and presentations to evaluate learners’ understanding of the topics taught. Summative assessment was administered through examinations, with final evaluations incorporating scores from both formative and summative assessments. However, traditional and individualistic assessment methods continued to dominate, with minimal application of authentic, process-oriented assessments. The findings further revealed that only a limited number of teachers had received training in learner-centered modes of assessment. Recommendations: The study recommended the application of the full range of formative assessment approaches, including the use of portfolios, as well as continuous professional development for teachers on learner-centered modes of assessment.