Document Type
Book Chapter
ISBN
9781527586024
Editor
Yahia Baiza
Publication (Name of Journal)
Education in Troubled Times: A Global Pluralist Response
Department
Institute for Educational Development, East Africa
Publisher
Cambridge Scholars Publishing
City
Cambridge
Abstract
The use of paper-pencil assessment can hardly facilitate language literacies’ assessment that focuses on the communicative aspects of the language such as speaking and listening among others. This has prompted practitioners in the field of language assessment to consider the use of ICT (information and communications technologies) such as mobile applications as among the best tools for improving language literacies’ assessment. However, summative language literacies’ assessment in Tanzania primary education is still administered in the form of paper-pencil assessment. This has led to low literacies level among primary school leavers, which eventually, hinders their career growth and participation in democratic activities nationally and internationally. Consequently, the present study investigates the possibility of transforming summative language literacies’ assessment through mobile applications. The study was conducted qualitatively using a participatory action research design with two cycles at one of the public primary schools in Ilala district, Dar es Salaam region in Tanzania. Participants included one language teacher and ten students from standard VII who were selected through the purposive sampling technique. Besides, data were collected from the language curriculum and past papers from National Examination for 2017 and 2018. Additional data were collected through interviews, focus group discussion, document analysis
Recommended Citation
Saimon, M.,
Mtenzi, F.
(2022). TRANSFORMING SUMMATIVE LANGUAGE LITERACIES’ASSESSMENT OF TANZANIA PRIMARY EDUCATION THROUGH MOBILE TECHNOLOGY. Education in Troubled Times: A Global Pluralist Response, 296.
Available at:
https://ecommons.aku.edu/book_chapters/460