Teachers’ use of Grading Rubrics and their Effectiveness in the Assessment of Learners in the Lower Secondary Curriculum in Bushenyi-Ishaka Municipality.

Abstract

The study examined the effect of grading rubrics on teachers’ effectiveness in the assessment of learners in the Lower Secondary Curriculum in Bushenyi-Ishaka Municipality, Uganda. The main objective was to investigate how grading rubrics influence assessment practices among teachers. Specifically, the study was guided by the following objectives: to assess the use of grading rubrics in the assessment of learners in the Lower Secondary Curriculum; to examine teacher’s effectiveness in the assessment of learners in the Lower Secondary Curriculum; and to determine the relationship between the use of grading rubrics and teachers’ effectiveness in assessment of learners in the Lower Secondary curriculum in Bushenyi-Ishaka municipality. Using a descriptive survey design, both qualitative and quantitative data were collected from 124 students, 26 teachers, 4 headteachers, and 4 directors of studies through questionnaires and interviews. Quantitative data were analyzed using descriptive statistics and Pearson correlation while qualitative data were thematically analysed. The major findings included the common types of grading rubrics identified included analytic rubrics, descriptor-based rubrics, criteria referenced rubrics, and scoring guides, though their usage was inconsistent. The findings indicated that grading rubrics were used inconsistently, with 61.3% of students acknowledging their us while 38.7% showed no knowledge of rubrics thus indicating that teachers grade learners using traditional assessment methods. Teachers’ effectiveness was moderate, with challenges in rubric clarity, alignment, and feedback provision. The study established a statistically significant positive relationship between the use of grading rubrics and teachers’ effectiveness in assessment; students’ responses showed a strong correlation (r = 0.654, p = 0.000), while teachers’ responses indicated a moderate correlation (r = 0.544, p = 0.004). The study concluded that consistent use of grading rubrics enhances fairness, transparency, and teachers’ effectiveness in assessment. It therefore recommended continuous teacher training, collaboration to standardize rubric use, and sensitization of students on rubric application. Further research should examine the impact of grading rubrics on students’ academic performance and motivation in the Lower Secondary Curriculum since this study was inclined to effectiveness of assessment by using grading rubrics