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iii ACKNOWLEDGEMENTS I am deeply thankful to a number of people for their support and technical guidance throughout this project but first and foremost I would like to thank God through His mercy I have been able to complete. My heartfelt thanks go to my supervisor Dr Pitsoe V.J for his technical support, constructive criticisms, valuable suggestion and material support (Literature) which made my study easier while in Kamwenge, the remote district in Uganda. I gratefully acknowledge all the assistance given to me in this study by the teachers I worked with in the four schools who willingly accepted to fill in the questionnaires, freely allowed me to conduct face-to face interviews with them and permitted me to carry out classroom observation in their classes. I am also thank full to the four Head teachers who gave me good hospitality while I was working in their schools and the District Education officer Kamwenge who gave me permission to conduct research in the four schools. I thankfully acknowledge the work done by William John Susuwele-Banda in his dissertation of doctorate of philosophy in curriculum and instruction. I modified and used the questionnaire on teachers ’ perceptions of classroom assessment and classroom observation protocol. I owe a special thanks to Link Community Development (LCD) for sponsoring my study and special thanks go to Steven Blunden (CEO) and Derek Nkata (Countr