Developing a strategic pedagogy for the implementation of continuous assessment in a teacher training college

Abstract

Implementation of continuous assessment is not as simple as it may seem. Teachers in Malawi have resisted this method of assessment, despite it being a government requirement. Investigation in this regard has led to the identification of resistance factors such as large class sizes, lack of resources, resistance to change from the old tradition, lack of support from various stakeholders and pressure from government to complete the curriculum. While scholars have suggested ways of mitigating the challenges facing effective continuous assessment implementation, the question arises as to how preservice teachers are actually trained and prepared to implement continuous assessment. The conceptual framework for this research was based on the tenets of Deliberate Practice and Direct Instruction.