Abstract:
The present thesis, entitled ―Analysis of Teaching Assessment Instruments and Their Relationship with School Performance in the City and Province of Maputo 2018 and 2022‖, aims at analyzing the assessment of learning in the context of the 10th grade classroom. General Secondary Education and focuses on the use of assessment instruments in teaching and their relationship with academic performance. The objectives of the study are to: examine the assessment instruments used in the teaching- learning process; Investigate the relationship between the assessment instruments used by teachers and academic performance; describe teachers' perceptions about the difficulties in applying the assessment instruments defined in the assessment
regulations; assess the perceptions of school managers about the assessment practices carried out by teachers in the classroom; compare the instruments set out in the assessment regulations and those used by teachers in the teaching-learning process and propose measures that contribute to mitigating the difficulties experienced by teachers. The study took place in 3 secondary schools of Maputo, namely˗ one in the city, another
on the outskirts and the third in rural area ˗ selected in order to allow the auscultation of different sensibilities regarding the phenomenon to be heard. The study is qualitative, had a sample selected for convenience and consisted of nine individuals, and used semi- structured interviews and observation as data collection strategies. The conclusions of the study indicate that the written test is the teacher's preferred instrument, complemented by observation of notebooks and questions to consolidate the material.
They also indicate that formative assessment has contributed to improving the teaching- learning process and that the main obstacles to the consistent implementation of assessment instruments are the teacher's working conditions, the lack of teaching resources and high teacher-student ratios. In view of these findings, the study
recommends the improvement of school infrastructures, allocation of more teaching resources, reactivation of School Councils, improvement of teacher training and qualifications, more effective school supervision and the carrying out of more future studies involving more schools to delve deeper into the topic
