Recent studies (Allen, Elks, Outhred, & Varly, 2016; Mitana, Muwagga, & Ssempala, 2018) highlighted how Uganda’s education system is skewed towards the passing of the final Uganda National Examinations Board (UNEB) examinations at Primary and Secondary Level, setting the stage for a raging debate whether the system facilitates productive learning or is a mere passage of formality for students to go through the ‘motions’ of education to the point of adulthood or joining the employment sector.
Assessing high order thinking skills in secondary schools
