The Rationale of Continuous Assessment for Development of Competencies in Tanzania Secondary Schools

Abstract

This paper attempts to illuminate the rationale of continuous assessment for competence development in secondary schools in Tanzania. Although, the curriculum for secondary schools in Tanzania has changed from content-based to competency-based, most teachers in secondary schools are still practicing traditional pen-and-pencil continuous assessment which is far from developing competence in students. There is a dire need for revising the assessment procedures, particularly continuous assessment to ensure the attainment of better competence level among students and realisation of high quality education in Tanzania. This paper examines the rationale of continuous assessment for competence development, as well as the challenges of implementing it. This paper recommends capacity building for secondary school teachers on competence-based assessment, so as to enable them to engage in authentic continuous assessment.

Exploring Assessment Techniques that Integrate Soft Skills in Teaching Mathematics in Secondary Schools in Zambia

“…This is not far from the results obtained by Blom et al (2017), who reported that curricula in Zambia, Botswana and Lesotho presented little evidence that soft skills, such as problem-solving, collaboration, entrepreneurship, and selfmanagement, were assessed in the teaching and learning. Similarly, a study by Mkimbili and Kitta (2019), that critically analyzed the assessment of competencies in secondary schools in Tanzania, reported that teachers were still using written tests as assessment tools, which did not develop competencies, such as soft skills, in students. The study recommended that attaining a better assessment level requires restructuring the assessment techniques to include portfolio assessments, oral examinations and projects (Mkimbili & Kitta, 2019).…”

“…Similarly, a study by Mkimbili and Kitta (2019), that critically analyzed the assessment of competencies in secondary schools in Tanzania, reported that teachers were still using written tests as assessment tools, which did not develop competencies, such as soft skills, in students. The study recommended that attaining a better assessment level requires restructuring the assessment techniques to include portfolio assessments, oral examinations and projects (Mkimbili & Kitta, 2019). These techniques ensure that students are engaged in critical thinking skills (Mkimbili, 2018).…”

Uses of Authentic Assessment Tools: Implications towards Competence Acquisition among Undergraduate Prospective Science Teachers in Tanzania

“…Furthermore, formative use of authentic assessment is concerned with the processes of seeking the strength and weaknesses of individual learners in the learning process. This is because they are engaged fully in the learning process as they perform the given tasks, hence acquiring competences in the process (Jopp, 2020;Mkimbili & Kitta, 2019). The competences that may be acquired by the undergraduate prospective science teachers when authentic assessment tools are used formatively include pedagogical, content and generic (Kearney & Perkins, 2014;Nguyen & Phan, 2020).…”

Stakeholders' Perceptions of Improving Students' Acquisition of Life Skills Competencies through Social Science Curricula

“…The growing numbers of graduates who cannot create jobs and those who are job seekers leave us with different questions about the quality of education provided to our learners. While other people like Wandela (2014), Makunja (2016), Alli (2021) and Mkimbili and Kitta (2020) feel that limited instructional resources might be the major cause of the problem. Owolabi and Adedayo (2012) believe that teachers' availability and qualification account for the existing challenges.…”