ASSESSMENT PRACTICES IN SECONDARY SCHOOLS IN KILIMANJARO REGION, TANZANIA; A GAP BETWEEN THEORY AND PRACTICE
Abstract
Assessment as a process of determining the extent to which teaching and learning objectives have been achieved, is popular and used by teachers at different levels. However, the adoption of new approaches in teaching and learning such as learner centered approach based on social constructivism, possess a big challenge to teachers to align assessment practices with the theory. Many teachers belief that assessment is solely dictated by the teacher and the learner has nothing contribute in the process of setting and the administration of assessments. The theory of constructivism emphasizes on the role of learner in both learning and assessment procedures and the need for authentic assessment which incorporates diversity of objectives from both cognitive psychomotor and affective domains. This study focused on the assessment practices in secondary schools in Kilimanjaro and to determine how they align with the learner centered approaches. This study also assessed the attitudes of teachers and students and challenges encountered in assessment practices. The researcher adopted mixed research methods for data collection and analysis. This study sampled 580 students, 115 teachers, 6 heads of secondary schools, one education inspectors and one National Examination Council of Tanzania (NECTA) official. Data collection instruments were questionnaires, in-depth interview guides and document analysis guide. The findings indicated that there was a gap between theory and practice in assessment. A good number of teachers use teacher centered approach in both teaching and assessment procedures. It was also found that teachers and students had negative attitude towards the assessment procedures of learner centered approach, with several challenges. The researcher recommends the need for in- service training to empower teachers on how to set authentic assessment tests and exams which are more realistic in assessing students in secondary schools in Tanzania.
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DOI: http://dx.doi.org/10.46827/ejes.v0i0.465
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