Influence of Clarity of Assessment Objectives on the Effectiveness of Competence-Based Curriculum in Public Secondary Schools in Kicukiro District, Rwanda
DOI:
https://doi.org/10.53573/rhimrj.2025.v12n11.010Keywords:
assessment objectives, competence-based curriculum, curriculum effectiveness, secondary education, Rwanda, educational assessment, teacher trainingAbstract
This study examined the influence of clarity of assessment objectives on the effective implementation of the Competence-Based Curriculum (CBC) in public secondary schools in Kicukiro District, Rwanda. Using a descriptive survey research design with mixed methods, data were collected from 241 respondents comprising 12 head teachers and 229 teachers through questionnaires and semi-structured interviews. Findings revealed that clarity of assessment objectives strongly predicted CBC effectiveness, with teachers indicating that clearly communicated objectives guided student understanding (61.1% strongly agreed) and improved academic outcomes (59.0% strongly agreed). Regression analysis confirmed a strong positive relationship (R = 0.684, R² = 0.468, B = 0.763, β = 0.684, t = 12.813, p < 0.001), demonstrating that 46.8% of the variation in CBC effectiveness is explained by clarity of assessment objectives. Head teachers emphasized that well-defined objectives enhance alignment between teaching practices and intended learning outcomes, though gaps in teacher training were identified as ongoing challenges. The study concluded that clarity in assessment objectives significantly enhances CBC implementation and recommended continuous professional development, supportive policy frameworks, and adequate resource allocation to strengthen assessment management in Rwandan secondary schools.
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