Book Chapter or Conference Paper Title
Teachers’ perspectives and practice of assessment for learning in classrooms in Tanzania
Document Type
Book Chapter
Department
Office of the Provost
Edition
4th
ISBN
9780128186305
Editor
Rob Tierney, Fazal Rizvi, Kadriye Ercikan
Publication ( Name of Journal)
International Encyclopedia of Education
Publisher
Elsevier Science
Abstract
Assessment for Learning in Africa was a 3-year (2016–2019) study in Tanzania and South Africa. It studied how to develop sustainable teacher capacity for use of assessment for learning (AfL) in challenging educational settings. In Tanzania the study included a teacher development program in selected schools in an informal settlement in Dar es Salaam. This paper reports from the qualitative data from the teacher development.
Teachers considered covering the syllabus for examinations as the main purpose of teaching. Teachers' practice showed creative approaches to manage the large classes, provide students an opportunity to participate in the classroom. While, teachers' espoused a nuanced understanding of AfL, their practice was largely teacher-directed with little evidence of students taking ownership of learning. The study makes significant recommendations for policy and practice in education.
Recommended Citation
Halai, A.,
Sarungi, V.,
Hopfenbeck, T. N.
(2022). Teachers’ perspectives and practice of assessment for learning in classrooms in Tanzania. International Encyclopedia of Education, 63-72.
Available at:
https://ecommons.aku.edu/book_chapters/385