An evaluation of the quality of history continuous assessment tests from selected secondary schools in Mwanga district, Tanzania

This study aimed at evaluating the quality of history continuous assessment tests for selected secondary schools in Mwanga district. Specifically the study sought to: examine the extent to which continuous assessment tests cover the specified topics; asses the application of Blooms levels of the cognitive domain in setting the history continuous assessment tests; and examine the characteristics of quality test such as language used, instructions, typography, format, time given in setting history continuous assessment tests. The study employed qualitative research approach with a content analysis to collect data from the eleven selected secondary schools, Data collection tools instrument were observation, checklist and documentary review guide. Data analysis followed the producers of qualitative content analysis. The findings revealed that instructional objectives of some sub-topics such as colonial labour, colonial military, colonial legal institutions, and provision of social services were not tested in some schools as stipulated in the syllabus in two consecutive years Some instructional objectives of some sub-topics such as scramble for and partition of Africa, and African reaction to colonial rule were tested with many questions. This study also found out that most of the items were set at the knowledge level of the Bloom’s taxonomy of cognitive domain while the higher levels were neglected or tested with very few questions. The findings depicted further that some tests were lacking general and specific instructions hence they were lacking characteristics of quality tests. The study concluded that some of the form three history terminal tests lacked content validity and some characteristics of quality tests something which could cause production of invalid marks and poor performance at the end of secondary education cycle. The study recommends that teachers should observe all procedures, instructions and use language correctly in setting the tests in secondary schools. This can help to produce valid and reliable marks which can contribute in improving teaching and learning and later student’s academic performance in their Form Four final examinations.