DOI: 10.36347/sjahss.2018.v06i05.016

Pages: 1117-1120

The updated curriculum introduced in 2017 in Zimbabwean secondary schools came along with new approaches to assessment procedures vital to ensure each product reaches certification through numerous if not rigorous examination in the form of continuous assessment. This assessment model is a blend of continuous and summative assessment intending to measure learners ‘potential throughout the duration of the study. Considering that this form of assessment requires the teachers to become both facilitators of learning and assessment which factors could affect its implementation? The study therefore sought to establish assessment practice and the factors that are affecting implementation of this innovation from 20 purposively selected qualified secondary school teachers in Guruve district.