The Uganda National Examinations Board (UNEB) has recently made public the sample papers for the UCE End of Cycle Competency Based Assessment, aligned with the New Lower Secondary School Curriculum (NLSC). These sample papers serve the purpose of familiarizing both teachers and learners with the question format of the Competency Based Assessment (CBA).
The primary objective behind releasing these sample papers is to provide educators and students with a clear understanding of what to expect in the upcoming UCE assessments. By exposing them to the question format of the Competency Based Assessment, UNEB aims to facilitate better preparation and comprehension among both teachers and learners.
Each of the sample papers is accompanied by a corresponding scoring guide. This scoring guide serves as a valuable tool for teachers and students alike, providing insight into the expected criteria for assessing responses to the questions posed in the sample papers.
Through the release of these sample papers and scoring guides, UNEB endeavors to enhance the readiness and proficiency of educators and students in navigating the UCE End of Cycle Competency Based Assessment. By providing this resource, UNEB aims to promote a more effective and informed approach to assessment within the framework of the New Lower Secondary School Curriculum.
It is anticipated that the availability of these sample papers and scoring guides will contribute to a smoother transition to the Competency Based Assessment format for both teachers and learners. As educators become more acquainted with the assessment criteria, they can better guide students in their preparation, ultimately leading to improved performance in the UCE assessments.
Furthermore, by aligning the sample papers with the objectives and requirements of the New Lower Secondary School Curriculum, UNEB underscores its commitment to supporting the successful implementation of educational reforms in Uganda. This initiative reflects UNEB’s dedication to fostering an environment conducive to quality education and academic excellence.
The Uganda National Examinations Board (UNEB) Took steps to prepare civil servants for the Competency Based Assessment (CBA) under the New Lower Secondary School Curriculum (NLSC) in February 2024. This move aims to familiarize both educators and learners with the question formats used in the CBA.
UNEB recently conducted training sessions for over 200 district education officers, chief executive officers, and chief administrative officers on the assessment methods aligned with the new curriculum. The training, held at UNEB’s Kyambogo office, marks the initiation of stakeholder engagements preceding the implementation of CBA, scheduled to commence this year.
Local government officials have expressed appreciation for UNEB’s recognition of their crucial role in implementing the new curriculum. They have pledged full support for the assessment processes and committed to collaborating with UNEB and other stakeholders to ensure the successful execution of competency-based assessment.
Competency-based assessment evaluates individuals based on their demonstrated skills, behaviors, and knowledge relevant to their roles. This methodical approach aims to provide a comprehensive understanding of students’ capabilities beyond traditional examination metrics.
The Ministry of Education and Sports, through the National Curriculum Development Centre (NCDC), introduced the competence-based curriculum in secondary schools in 2020. Since then, numerous training sessions have been conducted nationwide to equip teachers with the necessary skills to implement the new curriculum effectively.
The competency-based assessment aligns with learner-centered pedagogies, emphasizing active student participation and the integration of technological and practical innovations in the teaching and learning process. Unlike previous teaching syllabi, the 2020 secondary school language competence-based curriculum focuses on holistic language learning, moving away from compartmentalized approaches to grammar, vocabulary, comprehension, and writing.
