Implications of classroom assessment strategies used in curriculum and teaching subject on student teachers’ teaching practices in Tanzanian teachers colleges

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University of Dar es Salaam
This study investigated the implications of classroom assessment strategies (CASs) used in Curriculum and Teaching (CT) subject on student-teachers’ teaching practices. The study utilized three teachers’ colleges in Morogoro and Tanga regions. The study investigated tutors’ and student-teachers’ knowledge of CASs, identified which CASs curriculum and teaching subject tutors used to assess learners’ teaching competence and investigated the extent to which CASs used influenced diploma level student-teachers’ teaching practices competencies in CT subject. An embedded research design was used where it involved 12 CT tutors, 3 heads of CT subject department, and 90 second year diploma student-teachers. Purposive and simple random sampling techniques used to select the sample hence interviews, questionnaires, focus group discussion, documentary review and classroom observation checklist were used to collect data. Study findings revealed that tutors and student-teachers had knowledge and used CASs in their teaching process. CT tutors used tests, quizzes, seminar presentations, portfolios, cooperative work and project work to assess student teachers’ teaching practices competences. Tutors clarified to student-teachers the CT subject objectives and competences to be acquired. Student teachers have acquired competencies like: lesson preparation, skills and knowledge of subject matter, teaching methods, teaching and learning aids, self expression and voice, use of chalk board and handwriting, students’ activities, classroom discipline and class control, teachers’ personality and teachers’ self assessment through CASs of CT subject. The study concluded that CT tutors and student-teachers have good knowledge and use of CASs that influenced on student-teachers’ teaching competence learnt from CT subject. The study recommends that tutors need to be trained on the practical knowledge and use of CASs to enhance competence-based learning (CBL), recommends also that portfolios, cooperative work, seminar presentations and projects should be given emphasis in assessing student-teachers, and further studies need to be conducted to investigate the school environment that support diploma teachers’ practical teaching practices competence to eradicate students’ failures in secondary schools.
Available in print form, East Africana Collection, Dr. Wilbert Chagula Library, Class mark ( THS EAF LB2157T34K37 )
Education evaluation, Teachers Colleges, Student teachers
Kassim, F. (Implications of classroom assessment strategies used in curriculum and teaching subject on student teachers’ teaching practices in Tanzanian teachers colleges, Master dissertation, University of Dar es Salaam. Dar es Salaam.