Towards an understanding of assessment practices of primary school teachers in Tanzania

Abstract

This study attempted to explore the assessment practices of primary school science teachers in Tanzania. The findings of the study revealed that teachers rely heavily on the traditional methods of assessment. Techniques that are commonly used by teachers include tests and quizzes, classroom exercises and homework. Assessment practices that require extended time to accomplish, like projects and observations, are rarely used. In terms of use of assessment data, the findings revealed that teachers view assessment data as a means of improving teaching and learning although the aspect of using assessment to plan for the next lesson was lowly ranked. Teachers tend to emphasize the knowledge domain with attitudes being virtually ignored. The paper concludes by offering useful suggestions for improvement of classroom assessment practices.

Zimbabwe Journal of Educational Research Vol. 16(3) November 2004: pp. 168-177