Assessment Strategies and Career Choices Among Students In Secondary Schools in Uganda

Abstract

This study sought to investigate the influence of assessment strategies on career choices among students in secondary schools in Wakiso District in central Uganda. The study adopted the descriptive research design with both qualitative and quantitative approaches to gather data from 315 respondents who included the District Education Department staff, headteachers, deputy headteachers, career-teachers, student leaders in both public and private secondary schools, student leaders, and students in the selected secondary schools. Additional data was collected from staff of UNEB and NCDC. The respondents were selected using purposive and simple-random sampling techniques. Data was collected using validated and pre-tested SAQs, interview guides and document analysis. The quantitative data collected were analyzed using descriptive and inferential statistics. The findings showed that according to the respondent teachers, assessment strategies account for 11.3% of the decisions relating to career choice among students and at .11.3; p=.011 < .05; while according to respondent students, assessment strategies account for 37.2% of the decisions relating to career choice among students and at .372; p=.001 < .05. The study concluded that there is a strong significant influence of assessment strategies used in teaching career choice among students. The study recommended, among other things, that teachers in secondary schools should always adopt assessment strategies that bring out students’ expectations for each subject area

Keywords: Assessment strategies, Career choice, Students, Secondary schools, Uganda.

DOI: 10.7176/JEP/16-3-04

Publication date: March 30^th 2025