Assessing For Success: Student Assessment Methods and Academic Outcomes in Government-Aided Secondary Schools in Gulu City

This study explored the critical role of student evaluation methods, specifically formative and summative assessments, in enhancing academic achievement within government-aided secondary schools in Gulu City, northern Uganda. Recognising that effective assessment strategies had the potential to transform learning outcomes, the research investigated how these tools influenced student performance, guided by the well-established Plan-Do-Check-Act (PDCA) model of quality improvement. By delving into this dynamic relationship, the study aimed to generate actionable insights for educators, policymakers, and stakeholders committed to fostering academic excellence. Employing a rigorous quantitative methodology, the research adopted a cross-sectional survey design that captured the perspectives of 188 teachers and 353 students, selected through simple random sampling to ensure representative samples, while purposive sampling was used to gather insights from key informants. Data collection involved self-administered questionnaires structured around a Likert scale, which enabled precise measurement of perceptions and practices related to assessment. Advanced statistical techniques, including correlation, regression analysis, and ANOVA, were utilised to identify meaningful patterns and relationships. The findings revealed that both formative and summative assessments were positively correlated with improved academic outcomes; however, summative assessments exerted a notably stronger influence. Regression analysis further confirmed that summative evaluations significantly predicted student performance (p < 0.01), emphasising their critical role in academic success. Consequently, the results advocated for a balanced assessment approach that integrated continuous formative feedback with comprehensive summative testing, thereby fostering a holistic environment conducive to learning and growth. The study recommended regular teacher training, the adoption of innovative evaluation tools, and the cultivation of a feedback-rich culture, strategies deemed essential for optimising assessment practices to ensure sustained academic excellence in secondary education.