Implementation of continuous assessment in public primary schools in Mbarali district, Tanzania
| dc.contributor.author | Haule, Julieth James | |
| dc.date.accessioned | 2019-12-21T09:43:29Z | |
| dc.date.accessioned | 2020-01-08T09:14:54Z | |
| dc.date.available | 2019-12-21T09:43:29Z | |
| dc.date.available | 2020-01-08T09:14:54Z | |
| dc.date.issued | 2015 | |
| dc.description | Available in print form, East Africana Collection, Dr. Wilbert Chagula Library, Class mark (THS EAF LB3060.22.T34H38) | en_US |
| dc.description.abstract | The study was done to examine the implementation of continuous assessment (CA) in four selected public primary schools in Mbarali District, Tanzania. Specifically, the study aimed at evaluating teachers’ understanding of policy and guidelines pertaining to CA, examining the types of CA methods used in the schools, assessing education stakeholders’ views on CA carried out in the schools, and identifying challenges constraining CA implementation. The study employed case study design and qualitative and quantitative research approaches. It involved 152 respondents including teachers, pupils, parents, head teachers, DCIS and DEOP. Purposive sampling technique was used to select respondents except pupils who were selected by assistance from their class teachers. Information was obtained through interviews, questionnaires, observations, FDGs, and documentary review. Quantitative data was processed using SPSS computer software version 20 while qualitative data was subjected to content analysis and voices of respondents were presented verbatim. The findings revealed that teachers’ understanding of policy and guidelines pertaining to CA was superficial in all sampled schools. The most common CA methods used were tests, classroom exercises, oral questions, group discussion, observations and projects. Observations and projects were however less utilised. Most of education stakeholders agreed that CA was effectively conducted in their schools while some disagreed. Implementation of CA was adversely affected by a number of factors such as inadequate teaching and learning resources, big numbers of pupils in the classes, and lack and inadequate of in-service training. The study concluded that, notwithstanding its importance, CA was not well implemented in all sampled schools due to several challenges including inadequate knowledge of its implementation. In view to this study it is recommended for education stakeholders to take measures to overcome the various challenges facing smooth implementation of CA at all levels of schooling. In advance, the recommendations for further research are given. | en_US |
| dc.identifier.citation | Haule, J. J. (2015) Implementation of continuous assessment in public primary schools in Mbarali district, Tanzania, Master dissertation, University of Dar es Salaam, Dar es Salaam | en_US |
| dc.identifier.uri | http://localhost:8080/xmlui/handle/123456789/4436 | |
| dc.language.iso | en | en_US |
| dc.publisher | Unversity of Dar es Salaam | en_US |
| dc.subject | Educational tests and measurements | en_US |
| dc.subject | Academic achievement | en_US |
| dc.subject | Primary school students | en_US |
| dc.subject | School children | en_US |
| dc.subject | Public Primary Schools | en_US |
| dc.subject | Mbarali district | en_US |
| dc.subject | Tanzania | en_US |
| dc.title | Implementation of continuous assessment in public primary schools in Mbarali district, Tanzania | en_US |
| dc.type | Thesis | en_US |