Browsing by Author "Lubuva, Anita"

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    The formative assessment practices in the children’s ICT learning programmes: a case of Ubongo-Kids in Ilala municipal, Dar es Salaam
    (University of Dar es Salaam, 2017) Lubuva, Anita
    Formative assessment referred to as all acts aimed gauging the quality of learning for the purpose of improving. This study examines the formative Assessment Practices in Children’s ICT Learning Programmes: A case of Ubongo kids in Ilala Municipal Dar es Salaam. The study was guided by ffllee research questions namely, what are the forms of formative assessment practices in the children’s ICT learning programmes? To what extent formative assessment practices could assess pupils’ understanding? What are the administrative issues affecting formative assessment practices at Ubongo Kids ICT learning Programme? The study adopted a mixed research approach, using a case study design. Data for this study were gathered from 47 participants namely; the ubongo kids Manager and administrator (n=2), Parents (n=10), Science and mathematics teachers (n=10), pupils (n=25), who were selected through a purposive and simple random sampling techniques. Data for the present study were collected through the use of four methods namely, interview, focused group discussions, documentary review and observation. Qualitative data were analyzed using a content analysis procedure, while the quantitative data were analyzed through frequencies and percentages using SPSS version 20.0. The key findings with regard to the forms of formative assessment practices suggested that the most common forms of assessment procedures included parents-assisted formative assessment practices, and discovery learning related assessment procedure. The findings with regard to assessment of the adequacy of formative assessment practices in assessing pupils’ understanding, suggested that participants had mixed feelings about the adequacy of ICT related assessment practices embedded in the programme, some of them feeling there was adequate assessment activities, while few suggesting that it was not. Finally, the finding with regard to the administrative issues that are affecting the practice of formative assessment at Ubongo Kids ICT learning Programme suggested that lack of educational expertise also hinders the formative assessment practices to be children’s learning. Based on the study findings, it was concluded that despite the wider utility of the program, the weaknesses lack of financial and materials to support the practice of formative assessment could affect the programme in reaching its goals. The study recommended that further studies, could include assessing other ICT children’s learning programmes apart from ubongo kids and also from other parts of Tanzania so as to find out how far does the ICT children’s learning are faring.