An investigation of the role of classroom assessment in enhancing teaching and learning process: a case of primary schools in kilosa district, Tanzania

dc.contributor.authorLemgoha, Musa
dc.date.accessioned2019-11-15T12:55:03Z
dc.date.accessioned2020-01-08T09:14:44Z
dc.date.available2019-11-15T12:55:03Z
dc.date.available2020-01-08T09:14:44Z
dc.date.issued2014
dc.descriptionAvailable in print form, East Africana Collection, Dr. Wilbert Chagula Library, Class mark (THS EAF LB3060.22.T34L45)en_US
dc.description.abstractThis study investigated the role of classroom assessment in enhancing teaching and learning process. Specifically, the study; examined classroom assessment techniques frequently used in assessing pupils learning, assessed the impact of assessment feedback in directing teaching and learning process, and explored the challenges facing classroom assessment practices during the teaching and learning geography subject in primary schools. A combination of descriptive survey and case study designs guided the study to collect data on the role of classroom assessment practices. Stratified sampling was used to select 9 out of 160 district primary schools whereas respondents were purposively selected. Questionnaires were administered in 9 schools followed by qualitative data collected in 4 purposively sampled schools using classroom observation schedule, interview guide and documentary review. Data collected through questionnaires were analysed by using descriptive statistics particularly mode and percentage while qualitative data were subjected to content analysis. The findings indicated that, classroom assessment plays inadequate role in enhancing teaching and learning process. Classroom exercises (72%) and terminal examinations (45%) were more often used techniques in assessing learning. Portfolios‟ (50.4%), interview schedule (31.9), questionnaires (29.4%) and project works (28.6%) were not used. Assessment feedbacks were mainly given through marks (48%), percentages (42.9%), grades (42.9%), oral comments (40.3%) and written comments (30.3%), Furthermore, the study revealed that classroom assessment faces a number of challenges related to lack of instructional materials (58.4%), lack of ethics (45.6%), family responsibilities and teachers workloads (42%) and lack of motivation among learners (35.2%). The study recommends teachers to build a culture of self-assessment in order to solve problems hindering learning immediately. Classroom assessment should provide constructive feedback; modify instructional processes and learning materials. Teachers‟ training institutions should replace traditional measurement, testing and evaluation courses in pre-service programmes, and focus on classroom assessment which is highly recommended in competence based curriculum.en_US
dc.identifier.citationLemgoha, M. (2014) An investigation of the role of classroom assessment in enhancing teaching and learning process: a case of primary schools in kilosa district, Tanzania, Master dissertation, University of Dar es Salaam. Dar es Salaam.en_US
dc.identifier.urihttp://localhost:8080/xmlui/handle/123456789/4405
dc.language.isoenen_US
dc.publisherUniversity of Dar es Salaamen_US
dc.subjectEducational tests and measurementsen_US
dc.subjectPrimary schoolsen_US
dc.subjectKilosa districten_US
dc.subjectTanzaniaen_US
dc.titleAn investigation of the role of classroom assessment in enhancing teaching and learning process: a case of primary schools in kilosa district, Tanzaniaen_US
dc.typeThesisen_US
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