The last five years have seen many developments in education in Rwanda. There is a new Competence-based Curriculum which includes competencies such as Collaborative Problem Solving, Critical Thinking, Creativity and Communication, and alongside the national SMART Rwanda Master Plan the ICT in Education Master Plan is committed to looking at new forms of assessment, in particular, the use of ICT in assessment.
This study was conducted as part of the “ICT Transforming Education in Africa” project, developed within the framework of the UNESCO-Korean Funds-in-Trust (KFIT). Its purpose was to scope the possibilities for the use of ICT in assessment in Rwanda, by identifying the capacity of the education system to develop and use e-assessment effectively; and the ways in which technology can be harnessed to support the teaching and learning aims of Rwandan education.
Our findings are based on conversations with major stakeholders in Rwanda and research into options for development, and give consideration of the current context in Rwanda in terms of readiness in schools and in ICT supply. The study offers a menu of e-assessments and assesses their suitability for the Rwandan context and their feasibility, in the light of ICT developments in the country.
Although we found that summative e-assessment was currently not a viable option, we identified a range of opportunities to integrate ICT into formative assessment and offer a series of recommendations for how these options could be developed further.
Sponsor(s): UNESCO-Korean Funds-in-Trust
How to cite this publication:
Horner, S., Classick, R., Warren, H. and Durbin, B. (2017). A study on teaching and electronic assessment methodologies for the KFIT project in Rwanda. Slough: NFER.