An Analysis of Teachers’ Insights on Assessment Approaches in the Implementation of a Competency-Based Curriculum for Islamic Religious Education in Secondary Schools in Wakiso District – Uganda

Abstract

This study explored teachers' insights on the assessment strategies used to implement the IRE competency-based curriculum in secondary schools in Wakiso District. This study used a phenomenological design with a sample size that depended on the saturation of findings. Secondary school teachers were sampled using simple random sampling while participants in other categories were purposively selected. The interview guide and focus group discussion guide were used as data collection instruments. Data was analyzed using the thematic analysis method. Key findings revealed that teachers perceived competency-based assessment as a more effective way of evaluating student learning outcomes in Islamic Religious Education compared to traditional assessment methods. Most teachers agreed that competency-based assessment helps improve student learning outcomes, enhance student engagement, and promote critical thinking and problem-solving skills. However, the study also found that some teachers faced challenges in implementing competency-based assessments. The study concluded that teachers had perceived IRE competency-based curriculum assessment as relevant but a complex activity in its implementation. Based on the study findings, discussion and conclusions, the study recommends that if the IRE competency-based curriculum is to be effectively implemented, the District Education Department, Ministry of Education and Sports officials, UNEB officials and NCDC Officials should develop clear criteria for assessing student competencies and provide tools for teachers to give constructive feedback. Therefore, this study contributes to the field of Islamic education by providing insights into the complexities of curriculum implementation from a teacher-centred perspective. It urges for a more integrated approach that considers teachers as key stakeholders in curriculum development and reform, advocating for policies that support their professional growth and enhance the quality of IRE competency-based education. Thus, the findings underscore the necessity for targeted interventions to empower teachers, ultimately enriching students’ understanding of Islamic values within a competency-based framework