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The investigation focuses on the impact of formative and summative assessments on teaching and learning in Uganda's Lower Secondary schools, particularly in Wakiso District. It reveals that teachers often undervalue formative assessments, believing they contribute little to students' performance in summative evaluations. Conversely, students find formative assessments crucial for understanding their grasp of the material, using them to prepare for significant exams like Mock and UNEB. The study highlights a disconnect between teacher perceptions and student engagement in the assessment process.

Innovative assessment practices significantly impact the quality of education in Uganda's government-aided secondary schools. The study focused on individual, group, and peer assessment methods, revealing that current practices favor individual grading, while students prefer group assessments. Peer assessments are rarely utilized due to a lack of teacher training. Findings indicate that individual assessments prioritize grades, group assessments lack proper grading, and peer assessments are absent due to insufficient professionalism and skills among educators.