The role of competence-based assessment practices in enhancing learning in secondary schools: case of Morogoro municipality

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dc.contributor.author Moshi, Beatrice Mohamed
dc.date.accessioned 2019-02-11T09:08:57Z
dc.date.available 2019-02-11T09:08:57Z
dc.date.issued 2015
dc.identifier.citation Moshi, A. M. (2015). The role of competence-based assessment practices in enhancing learning in secondary schools: case of Morogoro municipality. Dodoma: The University of Dodoma en_US
dc.identifier.uri http://hdl.handle.net/20.500.12661/576
dc.description Dissertation (MA Education) en_US
dc.description.abstract This study explored the impact of competence-based assessment practices in enhancing learning in secondary schools in Tanzania. The purpose of this study was to investigate the role of competence-based assessment practices in enhancing learning in secondary schools in Morogoro Municipality. The ongoing debates on competence-based assessment practice with a connection to students' mass failure triggered this study. The study was informed by a mastery learning theory and constructivism learning theory and used a mixed method research approach. A case study design was used with various instruments including semi-structured interview, questionnaires, observation and documentary review to collect data relating to research objectives. Total of 63 respondents were involved. Data analysis was done by a statistical measure of percentile using SPSS software 16 for quantitative data and they were presented in figures, tables as well as narratives. Qualitative data were coded and through tallying. The study revealed that although competence-based assessment proposes six main techniques in assessing learning such as test and quizzes, questions and answers, investigations, portfolio and peer assessment. Teachers showed less competencies in implementing competence based assessment. Specifically, the study identified the common competence-based assessment tools applied in assessing learning in four secondary schools in Morogoro Municipality. These assessment practices mainly measured memorized facts and provided very little information (in form of grades/scores) on how to improve instructions and learning in schools. This study revealed areas of need regarding assessment practices. The study recommends the training and development of assessment guidelines procedures to assess attained skills as stipulated in competence-based assessment. en_US
dc.language.iso en en_US
dc.publisher The University of Dodoma en_US
dc.subject Learning en_US
dc.subject Secondary schools en_US
dc.subject Morogoro en_US
dc.subject Tanzania en_US
dc.subject Learning assessment en_US
dc.subject Competence-based assessment en_US
dc.subject Training assessment en_US
dc.subject Assessment practices en_US
dc.subject Assessment en_US
dc.title The role of competence-based assessment practices in enhancing learning in secondary schools: case of Morogoro municipality en_US
dc.type Dissertation en_US


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