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Examining Classroom Assessment Practices of Secondary School Teachers in Tanzania

This study examined classroom assessment practices of secondary school teachers in Tanzania. The major purpose was to establish the classroom assessment practices of teachers and the kind of support they receive from school authorities in conducting assessment. The questionnaire developed for that purpose was distributed to teachers who participated in the marking of the Certificate of Secondary Education Examination in 2013. A total of 4,160 questionnaires were completed and returned. Descriptive statistics were used to analyse data. Findings of the study revealed that the traditional methods of assessment are dominantly used in schools. The findings also indicate that teachers are overburdened with a heavy teaching load making it difficult for them to effectively use assessment strategies that could provide a comprehensive picture of students’, learning. Conclusions and recommendations of the study were drawn on the basis of the findings, the key recommendation being the need for enhancing teachers’, competences in assessing students and giving them the necessary resources and support to undertake classroom assessment.

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