Framework for Full Integration of ICT in Assessment in Secondary Schools in Tanzania

Abstract

In the rapidly evolving landscape of education, Information and Communication Technology (ICT) has emerged as a vital tool for enhancing teaching and learning processes. Various frameworks have been designed globally to integrate e-assessment in secondary schools. However, several studies indicate limited integration of ICT in assessment in secondary schools in Tanzania. Therefore, this study aimed to establish a framework for the full integration of ICT in assessment in secondary schools. The study adopted a qualitative research approach, and the data was collected through focus group discussion and interviews with 200 students and 50 teachers drawn from 10 secondary schools in Tanzania who were sampled through purposive sampling techniques. The study explores the content, purpose, use and effectiveness of the e-assessment using thematic coding analysis. The study established that e-assessment is beneficial and effective, yet it has not been fully integrated and adopted in secondary schools. Although some schools use ICT in teaching and learning and to some extent in the analysing of students’ scores, the e-assessment which involves ICT in all assessment stages has not been realised. The study recommended that full adoption and use of e-assessment can be enhanced by the integration of e-learning in the secondary syllabus. Therefore, the government should ensure that e-assessment facilitating conditions are met.