Citation :

Norbert Hosho, Arnold Maviya, Gerald Munyoro, 2026. "Educational Assessment Administration in Low Resourced Rural Secondary Schools in Zimbabwe: Challenges, Coping Strategies and Educational Outcomes in Beitbridge District, Matabeleland South Province, Zimbabwe" ESP International Journal of Science, Humanities & Management Studies(ESP-IJSHMS)  Volume 4, Issue 4: 135-145.

Abstract :

Educational assessment administration is essential for monitoring learner progress, informing instructional decisions and promoting equitable educational outcomes. However, resource constraints may undermine assessment quality, particularly in rural secondary schools where material shortages, workload pressures and limited professional support intersect. This qualitative study employed an interpretivist single-case study design to examine assessment administration in a resource-constrained rural secondary school in Beitbridge District, Matabeleland South Province, Zimbabwe. Data were collected through semi-structured interviews, learner focus group discussions, non-participant observations and documentary analysis. Reflexive thematic analysis was used to interpret the data. Findings revealed that shortages of assessment materials, competing teacher responsibilities and limited time constrained assessment preparation, marking and feedback. Teachers employed collaborative planning, shared assessment instruments, locally available materials and peer moderation to sustain assessment activities. However, coping strategies varied in their capacity to preserve assessment validity, consistency and fairness. Household poverty and unequal access to learning resources further affected assessment participation and preparation. Assessment contributed to educational improvement when teachers used performance evidence to identify learning difficulties, provide feedback and organise remedial instruction. The findings position assessment administration as both a pedagogical practice and an institutional equity responsibility. Sustainable improvement requires needs-based funding, strengthened teacher assessment literacy, manageable workloads and systematic support for inclusive, evidence-informed assessment, advancing Sustainable Development Goal 4.

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Keywords :

Educational Assessment Administration, Rural Secondary Schools, Resource Constraints, Assessment Literacy, Coping Strategies, Formative Assessment, Educational Outcomes, SDG 4.