Adherence to principles of conducting competence-based continuous assessment among secondary school english language teachers and its effects on students’ attainment of competences
No Thumbnail Available
Date
2015
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
University of Dar es Salaam
Abstract
The aim of the study was to assess the adherence to principles of conducting
Competence-Based Continuous Assessment (CBCA) among Secondary School
English Language Teachers (SSELTs) and its effects on students’ attainment of
competences. The main problem was the discrepancy between the competences
stipulated in the English language syllabus for secondary schools in Tanzania and the
students’ failure to attain those competences. The study was expected to uncover the
strengths and weaknesses of SSELTs in adhering to the principles of conducting
CBCA in English Language subject. The literature review was done in relation to the
objectives of the study. This study used qualitative approach within a case study
design. The techniques used for data collection were interviews, observations,
documentary reviews, focus group discussions and questionnaires. The study was
conducted in Dar es Salaam region in Tanzania. Six secondary schools were sampled
from Dar es Salaam region with 156 respondents including 6 heads of schools, 6
academic teachers, 24 SSELTs and 120 students. The findings showed that the extent
of SSELTs in adhering to the principles of conducting CBCA was low. They were
not able to define the terms “competence”, and “Competence-based continuous
assessment”. They mentioned few competences stipulated in the syllabus. They also
identified few CBCA tools. They selected few relevant assessment tools for
conducting CBCA. Further, the SSELTs could not use effectively the few CBCA
tools they chose. The SSELTs assessed writing skills only. They did not assess
listening, speaking and reading skills. The challenges were that, the SSELTs were
not adequately trained in conducting CBCA. The curriculum reforms were done
abruptly without preparing teachers satisfactorily. The irrelevant system of
assessment by NECTA of examining writing skills only influenced the teachers;
hence, failure in conducting continuous assessment appropriately and wholly. The
study concludes that the SSELTs failed to adhere to the principles of conducting
CBCA and its effect was the students’ failure to attain the targeted competences.
This study recommends for the Ministry of Education to conduct short courses,
workshops and seminars to train in-service SSELTs on principles of conducting
CBCA and adhere to them. Lastly, it recommends for NECTA to change the format
of examinations and assess all four language skills as they have been stipulated in the
syllabus so as to influence the SSELTs to adhere to all principles of conducting
CBCA to students.
Description
Available in print form, East Africana Collection, Dr. Wilbert Chagula Library, Class mark
(THS EAF LB1631.M3754)
Keywords
English language, Teachers, Evaluation, Secondary schools
Citation
Mdima, A. D. (2015) Adherence to principles of conducting competence-based continuous assessment among secondary school english language teachers and its effects on students’ attainment of competences, Doctoral Dissertations, University of Dar es Salaam, Dar es Salaam