Assessing <scp>Shona</scp> and <scp>Ndebele</scp>

This chapter deals with first language assessment in two major African languages of Zimbabwe, isiNdebele and chiShona, focusing mainly on assessment and teaching, assessment and learning, and assessment and accountability under the two broad categories of “formative” and “summative” assessment. Given the technological advancements of recent years, the use of technology in assessment is also commented on in the discussion. Starting with a general description of the two languages and how they have been taught over the years, the chapter considers the issue of assessment as it applies to the teaching of isiNdebele and chiShona classes in primary schools, secondary schools, and universities. It concludes by highlighting some challenges and future directions, especially taking into account the many changes that took place in Zimbabwe's education system after Independence and the turbulent economic and political situation that prevailed the country in the last decade.