Mdima, Alfred Daniel2019-11-072020-01-072019-11-072020-01-072015Mdima, 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 Salaamhttp://localhost:8080/xmlui/handle/123456789/1192Available in print form, East Africana Collection, Dr. Wilbert Chagula Library, Class mark (THS EAF LB1631.M3754)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.enEnglish languageTeachersEvaluationSecondary schoolsThesis