Public perception on the use of continuous assessment marks in grading o-level secondary school science national examination results in Tanzania
| dc.contributor.author | Lissu, Hamis Shaaban | |
| dc.date.accessioned | 2020-01-20T14:18:39Z | |
| dc.date.available | 2020-01-20T14:18:39Z | |
| dc.date.issued | 2010 | |
| dc.description | Available in print form, East Africana Collection, Dr. Wilbert Chagula Library, Class mark (THS EAF LB3060.26.L57) | en_US |
| dc.description.abstract | The purpose of this study was to examine the public awareness on the administration and contribution of continuous assessment [CA] marks, as one of assessment tool for grading Science National Examination Scores in Ordinary Level Secondary Schools in Tanzania. The study was guided by the following objectives: to determine the effectiveness of the procedures employed in preparation and administration of CA marks; to examine the contribution of CA marks in obtaining final examination results, and to determine relationship between the candidates' CA marks and their Final Examination (FE) results in science subjects. Descriptive research design basing mainly on qualitative paradigm with some quantitative aspects was employed. The study was conducted in Dar es Salaam and Singida regions. The instruments used for data collection included personal interviews, questionnaires and documentary / records review. The study findings revealed that, the procedures employed to conduct and administer CA scheme differed from one school to another. Furthermore, it was revealed that, in most cases there was no correlation between students' CA marks and their FE scores in science subjects in Secondary Schools. It was concluded that, lack of transparency and openness on how CA marks are administered, was the main cause of complains from different stakeholders on the authenticity of the final examination results. The study recommended that, the Ministry of Education and Vocational Training in collaboration with National Examinations Council of Tanzania and Tanzania Institute of Education should ensure correct measures are taken in order to improve assessment scheme in our education system. Furthermore, based on the size of the sample, it was also recommended that a similar research could be conducted covering a larger sample for handy generalization. | en_US |
| dc.identifier.citation | Lissu, H. S.(2010). Public perception on the use of continuous assessment marks in grading o-level secondary school science national examination results in Tanzania, Master dissertation, University of Dar es Salaam. | en_US |
| dc.identifier.uri | http://41.86.178.5:8080/xmlui/handle/123456789/6658 | |
| dc.language.iso | en | en_US |
| dc.publisher | University of Dar es Salaam | en_US |
| dc.subject | Examinations | en_US |
| dc.subject | Education | en_US |
| dc.subject | Secondary | en_US |
| dc.subject | Grading and marking (students) | en_US |
| dc.subject | Science | en_US |
| dc.title | Public perception on the use of continuous assessment marks in grading o-level secondary school science national examination results in Tanzania | en_US |
| dc.type | Thesis | en_US |