Integrating Assessment for Learning into the Teaching and Learning of Secondary School Biology in Tanzania

Tarmo, Albert

doi:10.26529/cepsj.958

Cited by 3 publications

(2 citation statements)

References 20 publications

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“…Even after the national curriculum framework for basic education and teacher education (URT, 2019) which insists about a link between the educational processes with the education philosophy in place, the NECTA assessment guidelines (URT, 2021) does not reflect the principles of ESR. One might surmise that perhaps educational reforms made were unclear when it comes to their application (Komba & Mwandanji, 2015;Losioki, 2018;Mkimbili & Kitta, 2020;Nkya, Huang & Mwakabungu, 2021;Paulo, 2014;Tarmo, 2022) by the NECTA. There seem to be misconceptions regarding the flow of education activities that affect NECTA's assessment procedures.…”

Section: Necta Assessment Guidelines: a Critical Analysismentioning

confidence: 99%

Proposal for Aligning the National Examinations Council of Tanzania’s Roles with Principles of Education for Self-Reliance

Mngarah

2024

jipe

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The paradigm shift from content to competence-based curriculum in the first decade of the 21st century had brought with it the inevitability of transforming the National Examinations Council of Tanzania (NECTA) towards competence-based assessment (CBA). Although the council has a success story of fulfilling its mission of providing fair, efficient, and effective educational assessment, it does not seem to have fully shifted its attention to those educational reforms made. This study was undertaken to highlight the need for transforming NECTA so that its operations are in line with the principles of Education for Self-Reliance (ESR) and CBA. It employed the bibliometric strategy; the study retrieved information using the Google Scholar tool using keywords such as education for self-reliance, national curriculum framework, NECTA guidelines and education policy, CBC, and NECTA Act. Although a total of 63 were retrieved, only 8 documents met the inclusion criteria. content analysis was used to analyse the data. The findings revealed that although NECTA claims to have shifted its attention towards competence-based assessment procedures, it has not fully integrated those CBA procedures to grasp the principles of ESR. It concludes that NECTA’s current operations are not aligned with the objective for which it was formed. The study recommends a need for transformation of NECTA’s assessment procedures to be able to match with the 21st century situation.

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Section: Necta Assessment Guidelines: a Critical Analysismentioning

confidence: 99%

Proposal for Aligning the National Examinations Council of Tanzania’s Roles with Principles of Education for Self-Reliance

Mngarah

2024

jipe

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“…Globally, there has been a growing interest in the field of education in assessment practices. There is an emerging consensus among educational policymakers, researchers, and practitioners that assessment is an important component of the teaching and learning process (Azim & Khan, 2012;Black & Wiliam, 2018;Siarova, Sternadel, & Mašidlauskaitė, 2017;Tarmo, 2022;Wiliam, 2017;. Assessment and students' learning are viewed as inseparable entities.…”

Section: Introductionmentioning

confidence: 99%

Investigating secondary school mathematics teachers’ knowledge, preparation and use of assessment rubrics in teaching and learning 3D-geometry in Tanzania

Mjenda,

Mutarutinya,

Owiti

2023

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This study investigated mathematics teachers’ knowledge, preparation, and use of assessment rubrics for teaching and learning 3D-geometry at selected secondary schools in the Dodoma region of Tanzania. The study was motivated by teachers' limited understanding of classroom assessment. The study was based on the premise that the existing assessment practices used by teachers in assessment of teaching and learning of mathematics are inadequate. A mixed research method was applied in this investigation. There were 51 mathematics teachers who participated and were purposively selected from 20 secondary schools. The data were collected through documentary reviews, classroom observations, questionnaires, and interviews. Qualitative data were analyzed thematically, while quantitative data were analyzed by using descriptive statistics such as mean, standard deviation, frequencies, and percentages. The study revealed that teachers have limited knowledge of assessment rubrics; hence, most do not prepare or use rubrics for assessing students. The use of rubrics could assist teachers to spot-out the specific point at which a particular learner has encountered learning obstacle, this could assist in making quick and pertinent teaching and learning adjustments to increase the effectiveness of teaching and learning. Through teachers’ professional development, the study recommends improving mathematics teachers' knowledge of planning and using assessment rubrics to improve 3D-geometry teaching and learning.

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Practicality of Case Study Assessment Practice in Enhancing Students’ Active Learning in English Subject in Public Secondary Schools in Same District, Tanzania

Honory Moshy,

Joseph Chidyau,

Lyamtane

2024

International Journal of Innovative Science and Research Techno

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The aim of this study was to investigate practicality of case study assessment practice in enhancing students’ English active learning in English subject in public secondary schools in Same district, Tanzania. The study was guided by Discovery learning theory. The study employed mixed methods approach whereby convergent research design was used to collect quantitative and qualitative data in one phase. Target population for this study included District Quality Assurance Officers, public Secondary School English language teachers, heads of language departments and form three students in public Secondary School in Same District. Stratified random and purposive sampling techniques were used to determine the study sample that consisted of 402 respondents. The study used questionnaires and interview guides in data collection. Quantitative data was analyzed using descriptive statistics in form of percentages, frequencies and mean scores whereas qualitative data from the interview guides was analyzed thematically by transcribing information, coding them and generating themes according to the research questions. The researcher considered research ethics such as confidentiality and anonymity. The study found that teachers in public secondary schools in Same district use to a low extent flipped classroom in assessment processes. The study revealed that, project-based assessment practices are rarely used in public Secondary Schools in Same district. Thus, the study concluded that case studies assessment practices were used public Secondary Schools of Same district by small number of teachers. The study recommends the government should prioritize more on resources, and teacher training to improve case studies assessment practices, ensuring practicality and supporting schools in promoting student active learning.

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Integrating Assessment for Learning into the Teaching and Learning of Secondary School Biology in Tanzania

Cited by 3 publications

References 20 publications

Proposal for Aligning the National Examinations Council of Tanzania’s Roles with Principles of Education for Self-Reliance

Proposal for Aligning the National Examinations Council of Tanzania’s Roles with Principles of Education for Self-Reliance

Investigating secondary school mathematics teachers’ knowledge, preparation and use of assessment rubrics in teaching and learning 3D-geometry in Tanzania

Practicality of Case Study Assessment Practice in Enhancing Students’ Active Learning in English Subject in Public Secondary Schools in Same District, Tanzania

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