Examining the indicative validity of school-based continuous assessment in final mathematics examination performance in Bulawayo metropolitan

Abstract

Continuous Assessment (CA) is meant to provide ongoing evidence of learners’ academic performances and to inform instructional choices. In Zimbabwe, the recent curriculum reforms integrated school-based CA, raising questions about its ability to indicate learners’ performances in high-stakes assessments. This study examined the extent to which Form Four Mathematics CA scores are associated with end-of-term examination performance in Bulawayo Metropolitan Province. The study employed a convergent mixed-methods design. Quantitative data were captured from CA and examination records of 40 learners selected from 20 secondary schools. The data was analysed using Pearson correlation and simple linear regression. The qualitative data were collected through semi-structured interviews with ten randomly selected Mathematics teachers and were thematically analysed. The findings revealed a statistically significant but weak positive association between CA and examination scores (r = .38, p < .05), with CA explaining only 15% of the variance in examination performances. Qualitative findings revealed task misalignment, score inflation, lack of moderation, and systemic accountability pressures as key factors undermining the practical utility of CA as an indicator of examination performance. The study concludes that, while CA demonstrates limited indicative value, its current implementation hinders its effectiveness. Strengthening moderation practices, improving task alignment, and enhancing teachers’ assessment proficiency are necessary conditions for improving the utility of continuous assessment.