The Rebirth of Quality Education in Uganda: Wells Project
Uganda, 2017 - 2019
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Reference ID
WELLS_PROJECT_UGANDA
Producer(s)
Luigi Giussani Institute of Higher Education (LGIHE)
Created on
Feb 15, 2024
Last modified
Feb 15, 2024
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Do you set your own exams? What about other teachers? Why/why not? (c54why)
Data file: Teachers_survey_baseline
Overview
Valid:
79
Invalid:
0
Type:
Discrete
Width:
77
Range:
-
Format:
character
Questions and instructions
Question pretext
N/A
Literal question
Do you set your own exams? What about other teachers? Why/why not?
Categories
| Value | Category | Cases | |
|---|---|---|---|
| BECAUSE I AM THE ONE WHO KNOWS MY CHILDREN BETTER | 1 |
1.3%
|
|
| BECAUSE IN OUR SCHOOL WE DON'T BUY EXTERNAL EXAMS EXCEPT FOR P7 | 1 |
1.3%
|
|
| BECAUSE THE MACHINES ARE DOWN | 1 |
1.3%
|
|
| BECAUSE THEY USED TO SET FOR THEM EXAMS BEYOND THEIR AGE | 1 |
1.3%
|
|
| BUT SOMETIMES EXAMS ARE BOUGHT FROM OUTSIDE | 1 |
1.3%
|
|
| ENABLES EFFECTIVE ASSESSMENT AND EVALUATION | 1 |
1.3%
|
|
| ENCOURAGES TEACHER CREATIVITY | 1 |
1.3%
|
|
| EXAMS ARE BOUGHT FROM VARIOUS EXAMINATION BOARDS | 1 |
1.3%
|
|
| EXTERNAL BOARDS USED TO SET VERY DIFFICULT EXAMS FOR THE LEARNERS | 1 |
1.3%
|
|
| EXTERNAL BODIES COULD SET EXAMS BEYOND THEIR AGE | 1 |
1.3%
|
|
| I ASSESS MY LEARNERS CONTINUOUSLY | 1 |
1.3%
|
|
| I HAVE TO ASSESS MY METHODS OF TEACHING | 1 |
1.3%
|
|
| I HAVE TO CHECK THE STATUS OF STUDENTS BASING ON WHAT I HAVE TAUGHT | 1 |
1.3%
|
|
| I KNOW WELL LEARNERS' CAPABILITIES BETTER THAN OTHERS | 1 |
1.3%
|
|
| I KNOW WHAT MY CHILDREN CAN DO | 1 |
1.3%
|
|
| I KNOW WHAT MY LEARNERS HAVE COVERED | 1 |
1.3%
|
|
| I WANT TO ENGAGE FULLY IN MY LEARNERS' EVALUATION | 1 |
1.3%
|
|
| I WAS NOT AWARE OF IT | 1 |
1.3%
|
|
| IT HELPS ME TO ASSESS THE LEARNERS ON THE AREAS WE HAVE WORKED ON | 1 |
1.3%
|
|
| IT HELPS ME TO CHECK ON MY LEARNERS' ABILITY | 1 |
1.3%
|
|
| IT HELPS TO SET WHAT I HAVE TAUGHT AND EVALUATE MY PROGRESS AND LEARNERS' | 1 |
1.3%
|
|
| IT IS COSTLY AND TIME CONSUMING | 1 |
1.3%
|
|
| IT IS US WHO BEST KNOW OUR LEARNERS | 1 |
1.3%
|
|
| IT PROMOTES PERSONAL PROFESSIONAL GROWTH AT WORK | 1 |
1.3%
|
|
| ITS ME WHO KNOWS MY LEARNERS' CAPABILITIES | 1 |
1.3%
|
|
| ITS ME WHO TEACHES THE STUDENTS | 1 |
1.3%
|
|
| ITS MY RESPONSIBILITY TO MONITOR LEARNING OF MY LEARNERS | 1 |
1.3%
|
|
| ITS ONE OF THE RESPONSIBILITIES OF A TEACHER | 1 |
1.3%
|
|
| ITS PART MY RESPONSIBILITY AS A TEACHER | 1 |
1.3%
|
|
| LEARNERS WERE GIVEN VERY DIFFICULT WORK BEYOND THEIR LEVEL OF UNDERSTANDING | 1 |
1.3%
|
|
| OTHER TEACHERS ALSO SET | 1 |
1.3%
|
|
| OTHER TEACHERS DO, TO ASSESS EACH CHILD'S WEAKNESS AND STRENGTH | 1 |
1.3%
|
|
| SOMETIME WE DO SET BECAUSE EXAMS BROUGHT FROM OUTSIDE ARE OF LOW STANDARD | 1 |
1.3%
|
|
| SOMETIMES EXAMS ARE BOUGHT | 1 |
1.3%
|
|
| SOMETIMES THE SCHOOL BUYS FROM SIPRO ORGANISATION | 1 |
1.3%
|
|
| SOMETIMES WE BUY | 1 |
1.3%
|
|
| SOMETIMES WE DO EXTERNAL EXAMS | 1 |
1.3%
|
|
| TO ASSESS LEARNERS | 1 |
1.3%
|
|
| TO ASSESS LEARNERS BASED ON WHAT I HAVE TAUGHT | 1 |
1.3%
|
|
| TO ASSESS LEARNERS' ABILITY AND CONTENT MASTERY | 1 |
1.3%
|
|
| TO ASSESS LEARNERS' PERFORMANCE | 2 |
2.5%
|
|
| TO ASSESS LEARNERS' PROGRESS | 1 |
1.3%
|
|
| TO ASSESS LEARNERS' RETENTION, EVALUATE THE TEACHERS' INPUTS | 1 |
1.3%
|
|
| TO ASSESS MY LEARNERS' ACADEMIC PERFORMANCE | 1 |
1.3%
|
|
| TO ASSESS THE LEARNERS ON WHAT I HAVE TAUGHT | 1 |
1.3%
|
|
| TO ASSESS THE LEARNING | 1 |
1.3%
|
|
| TO ASSESS THE LEVEL OF KNOWLEDGE ATTAINED BY LEARNERS | 1 |
1.3%
|
|
| TO ASSESS THE LEVEL OF UNDERSTANDING OF THE CONCEPTS BY LEARNERS | 1 |
1.3%
|
|
| TO ASSESS THE PERFORMANCE OF PUPILS ON AREAS COVERED | 1 |
1.3%
|
|
| TO CATER FOR DIFFERENT LEARNERS' ABILITIES IN MY CLASS | 1 |
1.3%
|
|
| TO CHECK ON THE LEARNERS' UNDERSTANDING | 1 |
1.3%
|
|
| TO CHECK SYLLABUS COVERAGE | 1 |
1.3%
|
|
| TO CHECK THE CAPABILITY OF THE PUPILS | 1 |
1.3%
|
|
| TO CHECK WHETHER LEARNERS UNDERSTOOD | 1 |
1.3%
|
|
| TO ENABLE ME ASSESS MY LEARNERS' PROGRESS | 1 |
1.3%
|
|
| TO ENSURE THAT WHAT IS TAUGHT IS ANSWERED EFFECTIVELY | 1 |
1.3%
|
|
| TO EVALUATE HOW FAR THE LEARNERS HAVE ACHIEVED | 1 |
1.3%
|
|
| TO EVALUATE MY LEARNERS BASED ON WHAT I HAVE COVERED | 1 |
1.3%
|
|
| TO EVALUATE MY TEACHING | 1 |
1.3%
|
|
| TO EVALUATE MYSELF AND THE LEARNERS' UNDERSTANDING OF THE CONTENT | 1 |
1.3%
|
|
| TO EVALUATE OUR INPUTS AS FAR AS TEACHING AND LEARNING IS CONCERNED | 1 |
1.3%
|
|
| TO EVALUATE THE EFFECTIVENESS OF TEACHING/LEARNING | 1 |
1.3%
|
|
| TO EVALUATE THE LEARNERS ACHIEVEMENTS | 1 |
1.3%
|
|
| TO EVALUATE THE LEARNERS' ACHIEVEMENTS AND EFFECTIVENESS OF TEACHING METHODS | 1 |
1.3%
|
|
| TO EVALUATE THE LEVEL OF UNDERSTANDING OF CONCEPTS BY LEARNERS | 1 |
1.3%
|
|
| TO EVALUATE WHAT I HAVE TAUGHT | 1 |
1.3%
|
|
| TO EVALUATE WHAT I HAVE TAUGHT SINCE I KNOW THE CAPABILITY OF MY LEARNERS | 1 |
1.3%
|
|
| TO EXAMINE STUDENTS' PROGRESS | 1 |
1.3%
|
|
| TO HAVE A CLEAR EVALUATION OF WHAT I HAVE TAUGHT | 1 |
1.3%
|
|
| TO HELP ME ON MY CONTINUOUS ASSESSMENT | 1 |
1.3%
|
|
| TO WIDE MY COMPETENCES WHEN HANDLING DIFFERENT COMPETENCES | 1 |
1.3%
|
|
| WE ASSESS LEARNERS ON DAILY BASIS, OTHER TEACHERS SET ACCORDING TO CLASSLEVEL | 1 |
1.3%
|
|
| WE BUY FROM OUTSIDE | 1 |
1.3%
|
|
| WE DON'T BUY EXAMS | 1 |
1.3%
|
|
| WE GET EXTERNAL EXAMS | 1 |
1.3%
|
|
| WE USUALLY BUY FROM OUT | 1 |
1.3%
|
|
| WE WANT TO COMPETE WITH OTHER SCHOOLS | 1 |
1.3%
|
|
| WE WANT TO COMPETE WITH OTHER SCHOOLS BY WRITING THE SAME EXAM | 1 |
1.3%
|
Warning: these figures indicate the number of cases found in the data file. They cannot be interpreted as summary statistics of the population of interest.
Interviewer instructions
N/A
Question post text
N/A
Description
Definition
Interview questions for respondent teacher
Universe
teacher being interviewed from a school selected for the study
Source of information
Teacher from the school selected or the study