UCE Results: Hangover From Marks-Based System Fuels Confusion

The transition from a marks-based grading system to the new competency-based assessment has sparked confusion across schools, leaving both parents and teachers struggling to understand the latest results.

As the recent Uganda Certificate of Education (UCE) examination results were released, several schools took matters into their own hands by introducing their interpretations of the new grading framework, despite clear guidelines from the Uganda National Examinations Board (UNEB).

Several schools created categories for student performance, including divisions like "Division One" and "Division Two," even though the Uganda National Examinations Board (UNEB) had explicitly stated that these divisions no longer exist in the new competency-based assessment framework.

Some schools also attempted to align the new grading system with the old one, using the familiar A, B, C, D, and E designations. They suggested that an "A" corresponds to learners who achieved distinctions in the old system's Divisions One and Two, while a "B" represents a credit equivalent to Divisions Three and Four, and so on. Several media outlets have also echoed these explanations, trying to clarify the new grading system for the public.

However, UNEB Executive Director, Dan Odongo, urged against comparing the new system with the old one. He emphasized that the two grading frameworks are fundamentally different.

"Given the complete departure from the old grading system, no comparison can be made between the results of 2023 and 2024. Under the competency-based assessment, there is no ranking of candidates into Divisions as in the previous curriculum," he explained.

Hangover from old system?

In her evaluation of the new assessment system, Dr. Grace Baguma, Director of the National Curriculum Development Centre (NCDC), acknowledged that while UNEB had implemented the assessment fairly, there were still areas needing improvement. She emphasized that these challenges would be addressed as the system evolves.

"This is the kind of assessment we have longed for, but we were previously constrained by the old system, which focused more on marks than on competencies," Dr Baguma stated. "UNEB has made significant strides, and I believe this is the right direction. However, there are areas for improvement, such as providing individual subject descriptors to better reflect a learner's capabilities in each subject, rather than the broad competencies that were assessed this time."

Dr. Baguma also emphasized that the new grading system should not be evaluated solely by marks. "Marks should not be the only measure of progress. The key is to focus on the competencies and skills learners are acquiring," she stated.

While she recognized that the education system has long been focused on grades, she believes that transitioning away from this mindset will take time. Dr. Baguma also noted that education goes beyond grades, highlighting the importance of fostering skills and life abilities—areas that were not adequately assessed in the previous system, which focused primarily on memorization and rote learning.

No usual celebrations, parents confused

After the release of the examination results, many schools visited by our reporters lacked the usual celebrations, as they were still trying to understand the meaning of the marks their students received.

Overall, there was widespread confusion, especially among parents. In response, headteachers are calling for increased efforts to educate parents about the new curriculum and grading system to help them better comprehend its significance.

Ronald Kato, the headteacher of Luwero Secondary School, explained that while all 246 candidates who sat for the UCE exams at the school passed with a result of one, many parents are struggling to grasp what this means under the new system.

Kato noted that both parents and teachers were accustomed to using divisions as a way to measure student competency, a practice that no longer applies this year. He added that after receiving SMS notifications with the new results, many parents reached out to the school for clarification on what the performance indicators represented.

Despite the confusion, Kato expressed support for the new grading system, stating that UNEB now focuses on assessing a student's true abilities and competencies, which he believes is a positive shift.

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Moses Kyambadde, the Deputy Headteacher of Kakoola High School, shared that although all 134 candidates who sat for the exams at the school passed with result one, there was still a need to explain the new grading system to them.

Kyambadde mentioned that, despite the initial confusion, the majority of the candidates eventually came to appreciate the new grading system.

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Bernard Bikorwamuhangi, the headteacher at Kabale Brainstorm High School in Kabale District, shared that all 247 candidates who sat for the UCE exams under the new curriculum achieved Result 1, with none receiving an Elementary (E) or Basic (B) grade, which indicates below-basic or minimum-level performance.

However, Bikorwamuhangi noted that the school is facing challenges in explaining the results to parents, as many have a limited understanding of the new grading system.

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Joab Tumwebarize, the Director of Kabale Trinity College in Kabale District, stated that all 205 candidates who sat for the exams passed with Result 1. However, he acknowledged that the new grading system remains a puzzle to both parents and some teachers due to their limited understanding of it.

Tumwebarize explained that after receiving the results, both he and the teachers had to take time to study the grading system to fully comprehend it and effectively explain the students' performance.

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Abraham Akampurira, the headteacher of Kigezi High School in Kabale District, reported that all 108 students who sat for the exams passed with Result 1. He emphasized the need for continued sensitization efforts to help parents better understand the grading system under the new curriculum.

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In Jinja, students and parents from various schools have shared mixed reactions regarding the presentation of results in the new curriculum.

They explain that the current grading system is competence-based, which highlights a student's performance over their four years of study, in contrast to the previous system that was focused solely on the final year.

Fatima Nakidde, a student at Jinja SSS, says the grading system provides a detailed account of her performance and potential improvements throughout her earlier years of study.

Nakidde believes that achieving a grade A in any subject now reflects her overall abilities and weaknesses throughout her school years, unlike the former system, which didn’t take these factors into account.

Emmanuel Kawanguzi, another student from Jinja Comprehensive SSS, states that the new grading system allows room for learners to improve in their studies, motivating them to earn more points and improve their overall scores in final exams.

Kawanguzi also adds that the current curriculum encourages collaborative work among students, especially in completing assigned projects, which helps improve their grades through collective effort.

However, Jimmy Kalulu, a parent, expresses confusion over the new grading system, as it has replaced the numerical figures of the old system with letters, making it harder for him to understand his son's progress.

Kalulu admits that the shift has hindered his ability to fully track his son's educational development, although the school administrators congratulated him when the results were released, noting that his son had scored grade A in most subjects.

Meanwhile, Nelson Balabyeki, the director of Jinja Comprehensive SSS, explains that the new curriculum is competence-based, providing opportunities for students to apply their knowledge beyond the classroom, in real-world situations.

Balabyeki highlights that students who stay engaged with the skills they learn can use them to improve their lives.

He also points out that the previous grading system limited students’ ability to fully utilize their classroom experiences, as it focused on preparing them for the UCE over four years. In contrast, the new system assesses students’ performance from Senior One to Senior Four, fostering greater confidence and encouraging them to improve daily in their academic journey.