Teachers’ Perception on the Challenges of Continuous Assessment Implementation between 2017 and 2018 in Zimbabwean Primary and Secondary Schools
Authors: Silas Sithole, Dairai Darlington Dziwa, PhD, and Melody Matsvange (Great Zimbabwe University) Abstract: Continuous assessment is an integral part of the instruction as it determines whether the goals of education are being met during or at the end of the instructional period. The updated curriculum (2015-2022) in the Zimbabwean Primary and Secondary Schools introduced […]