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Assessment Plan as an Effective Assessment Instrument for Monitoring Attainment of Learning Outcomes: Application under Competence/Outcomes-Based Education and Training (CBET/OBET) System in Tanzania”

In recent years, greater attention is directed to assess quality of graduates from different institutions based on their ability to do the job trained for, than certificates they possess. Quality learning takes place when students are able to improve their mental abilities and change their mindsets and habits to become competent graduates.In Tanzania, technical educational and training system has been re-defined and structured so that it produces competent graduates. This development led to introduction of Competence/Outcomes-Based Education and Training (CBET/OBET) system, and thus replacing Knowledge-Based Education and ,Training (KBET) system. This new paradigm shift ensures institutions of breeding competent graduates who can compete in real world.CBET/OBET curriculum is structured in such a way that it addresses expectations of the labour market, and that teaching and learning system strives to impart students with requisite skills, knowledge, and attitudes demanded by the labour market and the society. Emphasis is placed on ensuring that standard of qualifications is stable and responds flexibly to labour market demands.Assessment under CBET/OBET requires that all learning outcomes specified in any curriculum are assessed. Assessing all learning outcomes assures that students understand all pertinent issues specified by the curriculum. NACTE assures this using an “,assessment plan”, for quality assessment for students to attain required competencies. The plan helps the trainer to assess all learning outcomes specified within a curriculum.This paper explores the use of the assessment plan to assess all learning outcomes within the curriculum.

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