Unit 3: Competence-Based Assessment

When to assess                                                                                                              

Assessment should be clearly visible in the lesson, unit, term and yearly plans.

•    Before learning (diagnostic): At the beginning of a new section of work; to find out what learners already know and can do, and to check whether the learners are at the same level.

•    During learning (formative/continuous): When learners appear to be having difficulty with some of the work, by using on-going assessment (continuous). The assessment aims at giving learners support and feedback. 

•    After learning (summative)

At the end of a section of work or a learning unit, the teacher has to assess after the learning. This is also known as Assessment of Learning to establish and record the overall progress of learners towards the full achievement. Summative assessment in Rwandan schools mainly takes the form of written tests at the end of a learning unit or end of the month, and examinations at the end of a term, school year or cycle.

Summative assessment is also done at school, district and national level.  One of the mechanisms aiming at monitoring learning achievement known as the Learning Achievement in Rwandan Schools (LARS) is administered in a sample of schools every two years with the aim of measuring achievements in literacy and numeracy in lower and upper grades of primary learning cycles.