Classroom-based formative assessment mirroring 21stcentury skills: experiences from secondary school teachers in Dodoma, Tanzania

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dc.contributor.authorRubeba, Asia Mbwebwe
dc.contributor.authorAli, Habibu Dadi
dc.date.accessioned2024-09-02T07:22:49Z
dc.date.available2024-09-02T07:22:49Z
dc.date.issued2024
dc.descriptionFull-text. Available at https://www.ajol.info/index.php/jipe/article/view/277422
dc.description.abstractRapid changes in science and technological advancement have made it necessary for teachers to align their pedagogical approaches and assessment activities to help the students master the required skills. However, there is limited proof from literatures suggesting teachers’ understanding and competence in fostering the 21st-century skills to their students. Against this rarity in knowledge, the present study examined whether teachers have the requisite understanding of the 21st-century skills and whether they are skilled in shaping teaching and assessment practices that inculcate students’ 21stcentury skills. Guided by a phenomenological research design, this study was accomplished through classroom observation and focus group discussions with 28 secondary school teachers who were purposively selected. Deductive Thematic Analysis of the generated data revealed that teachers had a limited understanding of the 21st-century skills and their objectives. It was also revealed that teachers’ formative assessment activities fall short of the 21stcentury skills. It was observed that the majority of teachers’ assessment activities reflect a phased-out content-based curriculum that perpetuates memorization of facts rather than problem-solving and critical thinking; the assessment activities adopted by teachers did not foster students’ mastery of the 21st-century skills. The study found that teachers were not well prepared to design assessments that foster mastery of the 21st-century skills. It is therefore recommended that regular training for in-service teachers should be conducted in order to enable them acquire up-to-date teaching and assessment skills as required by the changes introduced in the school curricula.
dc.identifier.citationRubeba, A. M., & Ali, H. D. (2024). Classroom-Based Formative Assessment Mirroring 21stcentury Skills: Experiences from Secondary School Teachers in Dodoma, Tanzania. Journal of Issues and Practice in Education, 16(1), 12-35.
dc.identifier.otherURL: https://www.ajol.info/index.php/jipe/article/view/277422
dc.identifier.urihttps://repository.udom.ac.tz/handle/20.500.12661/4929
dc.language.isoen
dc.publisherAJOL
dc.subject21st-century Skills
dc.subjectAssessment
dc.subjectFormative Assessment.
dc.subjectPedagogical approaches
dc.titleClassroom-based formative assessment mirroring 21stcentury skills: experiences from secondary school teachers in Dodoma, Tanzania
dc.typeArticle
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