Teachers' perspectives and practice of assessment for learning in classrooms in Tanzania

Anjum Halai, Veronica Sarungi, Therese N. Hopfenbeck

Research output: Chapter in Book/Report/Conference proceedingChapterpeer-review

2 Citations (Scopus)

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.

Original languageEnglish
Title of host publicationInternational Encyclopedia of Education
Subtitle of host publicationFourth Edition
PublisherElsevier
Pages63-72
Number of pages10
ISBN (Electronic)9780128186299
DOIs
Publication statusPublished - 1 Jan 2022

Keywords

  • Assessment
  • Assessment for learning
  • Class size
  • Feedback
  • Pedagogy
  • Tanzania
  • Teacher assessment
  • Teacher capacity
  • Teacher perspectives
  • Teacher practice
  • Teaching and learning

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