http://journals.editononline.com/index.php/jpc <p><a href="https://journals.editononline.com/index.php/jpc"><strong>Journal of Pedagogy and Curriculum (ISSN: 2957-6490)</strong></a> is a double-blind peer reviewed, open access, online Journal published by “<a href="https://editononline.com/"><strong>Editon Consortium Publishing</strong></a>”, East Africa, Kenya. The Journal publishes original scholarly research (empirical and theoretical), in form of case studies, reviews and analyses in all areas of pedagogy and curriculum.</p> en-US editor@editononline.com (Editon Consortium Publishing) editor@editononline.com (Editon Consortium Publishing) Fri, 03 Jan 2025 00:00:00 +0000 OJS 3.3.0.15 http://blogs.law.harvard.edu/tech/rss 60 http://journals.editononline.com/index.php/jpc/article/view/698 <p>The purpose of this article is to critically examine the limitations of traditional assessment methods in African teacher education and explore emerging innovative strategies that support transformative and sustainable learning. Traditional assessment approaches, primarily exam-based and summative, have been criticised for their inadequacy in addressing the dynamic and competency-based demands of 21st-century teacher education. This review synthesises recent literature, analysing peer-reviewed journal articles, policy documents, and global frameworks on assessment practices in higher education. Through thematic analysis, the article identifies innovative assessment methods such as formative assessment, digital portfolios, peer evaluation, and real-world problem-solving tasks. These approaches emphasise essential competencies including critical thinking, creativity, collaboration, and adaptability - skills necessary for educators in today's diverse and technology-driven classrooms. Additionally, the review highlights the growing role of technology in assessment, particularly AI-assisted tools and e-portfolios, which offer opportunities for personalised learning and timely feedback. However, the review also reveals significant challenges, including digital infrastructure limitations, low digital literacy among faculty, and policy misalignment with emerging practices. The study concludes that to achieve transformative and sustainable teacher education, African higher education institutions must shift from rigid, high-stakes assessments to more flexible, learner-centred, and competency-based models. It recommends institutional reforms, strategic investment in digital infrastructure, and professional development for educators. The significance of this review lies in its potential to inform policy and practice, ensuring that assessment strategies are both contextually relevant and aligned with global standards for equitable and quality education in Africa.</p> Jean Claude Zigama Copyright (c) 2025 Jean Claude Zigama https://creativecommons.org/licenses/by-nc-sa/4.0 http://journals.editononline.com/index.php/jpc/article/view/698 Mon, 12 May 2025 00:00:00 +0000