Influence of Planning for Comprehensive Assessment on School Performance in Upper Primary Schools in Gasabo District, Rwanda
DOI:
https://doi.org/10.53983/ijmds.v15n06.004Keywords:
comprehensive assessment planning, school performance, Rwanda, Gasabo District, teacher training, assessment objectives, assessment scheduling, Competence-Based CurriculumAbstract
This study investigated the influence of planning for comprehensive assessment on school performance in upper primary schools in Gasabo District, Rwanda. Three dimensions of assessment planning were examined: clear assessment objectives, teacher training in assessment planning, and assessment schedules and timelines. A descriptive survey design with a mixed-methods approach was employed. From a target population of 1,851 stakeholders across 67 upper primary schools, a stratified and purposive sample of 329 respondents was drawn, comprising teachers and headteachers. Data were collected through structured questionnaires and semi-structured interviews and analyzed using IBM SPSS Version 21 for descriptive and inferential statistics, with qualitative data analyzed thematically. Findings revealed that all three dimensions significantly and positively predict school performance. Clear assessment objectives accounted for 37.0% of variance in school performance (R = 0.608, R² = 0.370, F = 187.32, p < 0.001; β = 0.608). Teacher training explained 33.9% of variance (R = 0.582, R² = 0.339, F = 152.88, p < 0.001; β = 0.582). Assessment scheduling accounted for 35.4% (R = 0.595, R² = 0.354, F = 163.45, p < 0.001; β = 0.595). The combined multiple regression model explained 54.9% of variance in school performance (R = 0.741, F = 112.39, p < 0.001), confirming the integrated and synergistic nature of effective assessment planning. The study concludes that comprehensive assessment planning is a multidimensional and critical determinant of school performance, and recommends strengthening teacher participation in objective-setting, expanding professional development in assessment literacy, and formalizing assessment scheduling within school governance structures.
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