Extent to which science process skills are assessed in biology-competence based curriculum national examinations in secondary schools in Tanzania
| dc.contributor.author | Kayinga, Tupe Vincent | |
| dc.date.accessioned | 2019-11-28T15:58:16Z | |
| dc.date.accessioned | 2020-01-08T09:15:09Z | |
| dc.date.available | 2019-11-28T15:58:16Z | |
| dc.date.available | 2020-01-08T09:15:09Z | |
| dc.date.issued | 2013 | |
| dc.description | Available in print form, East Africana Collection, Dr. Wilbert Chagula Library, Class mark (THS EAF QH316.T34K39) | en_US |
| dc.description.abstract | This study was conducted to examine the extent to which science process skills are assessed in biology-competence based curriculum national examination in secondary schools. The study was specifically focused on: (i) investigating the types of assessment tools used in assessing biology science process skills. (ii) Examining the type of science process skills that are assessed in the biology national examination practical papers and (iii) determining student knowledge level of science process skills. Evidence Centered Design (ECD) from Messick (1994) that constitute competence model, evidence model and task model was modified and formed the conceptual framework of the study. Qualitative approach and cross sectional design was employed. Documentary review of national biology examination papers for the years 2008, 2009 and 2010, biology national examination format, interviews with NECTA and TIE officials and modified science process skill test developed by Mungandi (2005) for form two students was used in 10 secondary schools in Kinondoni, Dar es salaam used to obtain data for the study. The result indicated that theory, alternative to practical and practical papers are major National Examination Council of Tanzania (NECTA) tools for biology summative assessment in Tanzania. However few science process skills are tested in theory, alternative to practical and practical papers year after year. The study concluded that despite the introduction of competence based curriculum but the study found that NECTA was still using content based curriculum assessment tools in assessing competence based curriculum. As a result most of the science process skills were not assessed. It is recommended that biology nation examinations format and assessment tools by NECTA for competence based curriculum (CBC) should also be revised and in-service training for teachers should be strengthened to comply with competence based curriculum since teachers are the implementers. | en_US |
| dc.identifier.citation | Kayinga, T. V (2013) Extent to which science process skills are assessed in biology-competence based curriculum national examinations in secondary schools in Tanzania, Master dissertation, University of Dar es Salaam. Dar es Salaam. | en_US |
| dc.identifier.uri | http://localhost:8080/xmlui/handle/123456789/4481 | |
| dc.language.iso | en | en_US |
| dc.publisher | University of Dar es Salaam | en_US |
| dc.subject | Science | en_US |
| dc.subject | Biology | en_US |
| dc.subject | Educational tests and measurements | en_US |
| dc.subject | Curricula | en_US |
| dc.subject | Secondary schools | en_US |
| dc.subject | Tanzania | en_US |
| dc.title | Extent to which science process skills are assessed in biology-competence based curriculum national examinations in secondary schools in Tanzania | en_US |
| dc.type | Thesis | en_US |