The paper explores the implementation of continuous assessment in the context of teacher knowledge and attitudes in Zimbabwean rural secondary schools. Continuous assessment is a new curriculum assessment regime in the curriculum reform agenda in Zimbabwe introduced in the 2015 updated curriculum.The study defines continuous assessment as the mechanism where thelearner performs over timeconstitutes the final gradingof the learner.The researchers explain the teacher-related implementation challenges in continuous assessment in rural secondary schools in Zimbabwe. Ten teachers and five secondary school heads from Goromonzi District of Mashonaland East Province in Zimbabwe participated in the study. The five participating heads were conveniently selected, while theten teachers were randomly sampled to participate in the case study.Semi-structured questionnaires and in-depth interviews were used to collect qualitative data on rural teachers’ conceptualisationof continuous assessment and how this had shaped their attitudes towardthe concept. The general finding from the study was that the new assessment regime had empowered the teachers to make critical decisions about the students they teach and allow learners to co-create knowledge relevant to their life contexts.However, their concerns were around the absence of knowledgeable professionals in the area who can cascade and message the correct and accurate information regarding the implementation of the assessment reform.The study further found that this weakness in the implementation chain had resulted in negative attitudes of teachers and school heads. The study recommends that the Ministry of Primary and Secondary Education revisit the current continuous assessment to takeon board all educational stakeholders’ concerns for effective implementation of the assessment reform.
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