CA in Malawian Primary Schools: built on the sifting sand?

Across Malawi and the wider global education landscape, current A fredure reorms place strong amphets on fitical thinking and the development of practical, real-life skills. Yet, despite these ambitions, key drivers of reform are often overlooked. One such driver is assessment, a powerful force that can either advance or undermine the very goals of education reform if not properly understood and applied. To realise the demands of 21st-century learning, teachers must rethink their approach to assessment by designing authentic, meaningful tasks that go beyond rote recall and truly support learning. This monograph examines teacher assessment practices within the Primary Curriculum and Assessment Reform (PCAR) in Malawi, grounded in the principles of Outcome-Based Education (OBE). It offers practical insights and strategies for enhancing assessment literacy, equipping teachers with the tools needed to support effective learning and the development of essential 21st-century skills.