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

Abstract

The study examined the relationship between the use of grading rubrics and teachers’ effectiveness in assessment in Lower Secondary Curriculum in Bushenyi-Ishaka Municipality in Bushenyi District. 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. Data were analyzed using descriptive statistics and Pearson correlation. 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 focused on teachers’ effectiveness in assessment through the use of grading rubrics.