Adaptive Assessment Frameworks in a Dynamic Curriculum: Re-Imagining Teacher Evaluation in Zambia’s Phased CBC Implementation

This study examines how teacher evaluation in Zambia can be restructured to align with the Competency-Based Curriculum (CBC), which is being implemented in phases. Traditional teacher evaluation models have historically prioritized instructional inputs, such as lesson planning and pedagogical techniques, rather than assessing learning outputs that reflect student competencies (Darling-Hammond, 2017). As Zambia transitions toward a competency-driven approach, this study advocates for an Adaptive Assessment Framework that evaluates teachers based on student mastery of skills and competencies, ensuring that assessment methodologies evolve alongside curricular changes. Grounded in the Constructivist Learning Theory (Vygotsky, 1978) [5], Adaptive Expertise Framework (Bransford et al., 2000), the study emphasizes the need for flexible, inclusive, and performance-based teacher evaluation models. It also integrates principles from Competency-Based Assessment (Wolf, 2001) and Equity and Inclusive Assessment (Brookhart, 2013) [2] to ensure fairness in evaluating teacher effectiveness. This study adopts a qualitative approach, utilising a systematic review of published peer reviewed literature, policy documents and reports to analyse teacher evaluation frameworks. Additionally, descriptive interviews with Education Administrators, Standards Officers (ESOs), School administrators and Heads of Departments (HODs) in Lusaka Province will be conducted. Findings will provide insights into teacher preparedness, assessment gaps, and best practices in competency-based teacher evaluation.

Drawing on global best practices and Zambia’s 2023 Zambia Education Curriculum Framework (ZECF), the study proposes strategies for integrating competency-based teacher evaluation models, addressing implementation challenges, and ensuring fairness and inclusivity. The study’s recommendations will guide policy adjustments to align teacher evaluation with CBC principles, ensuring that assessments reflect and promote learner skill mastery rather than merely measuring instructional compliance.