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Assessment-driven education reform as a path to instructional quality:

Lessons from Uganda

What are the keys to successful examination-driven reform in African countries to strengthen higher-order thinking (HOT) skills in education systems?

In practice, little priority is given to matters that are not closely aligned to the demands of examinations. This shapes both what is taught and how it is taught in classrooms. Limitations to the cognitive quality of instruction focuses on both teaching and testing skills such as recalling and memorisation, thereby, making high-order thinking (HOT) skills an afterthought.

This policy brief draws an illustrative case study from Uganda to offer a framework for effective examination-driven reform. The case study focuses on partnerships between: Luigi Giussani Institute of Higher Education (LGIHE) and the Uganda National Examinations Board (UNEB), and the Teacher/Tutor, Instructor Education and Training (TIET) that collaborated to advance reforms in the Ugandan education system. The aim of these partnerships was to increase the measurement of higher-order thinking skills in national examinations and the effective teaching of these skills in Ugandan classrooms.

To assess the policy brief, follow this link https://curate.nd.edu/show/t435gb2305m