The Rationale of Continuous Assessment for Development of Competencies in Tanzania Secondary Schools

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dc.contributor.authorMkimbili &Kitta
dc.date.accessioned2020-03-23T19:09:40Z
dc.date.available2020-03-23T19:09:40Z
dc.date.issued2019
dc.description.abstractThis paper attempts to illuminate the rationale of continuous assessment for competence development in secondary schools in Tanzania. Although, the curriculum for secondary schools in Tanzania has changed from content-based to competency-based, most teachers in secondary schools are still practicing traditional pen-and-pencil continuous assessment which is far from developing competence in students. There is a dire need for revising the assessment procedures, particularly continuous assessment to ensure the attainment of better competence level among students and realisation of high quality education in Tanzania. This paper examines the rationale of continuous assessment for competence development, as well as the challenges of implementing it. This paper recommends capacity building for secondary school teachers on competence-based assessment, so as to enable them to engage in authentic continuous assessment.en_US
dc.identifier.citation6. Mkimbili, S., & Kitta, S. K. R. (2019). The Rationale of Continuous Assessment for Development of Competencies in Tanzania Secondary Schools. Advanced Journal of Social Science, 6(1), 64-70.en_US
dc.identifier.issnISSN: 2581-3358
dc.identifier.urihttp://hdl.handle.net/20.500.11810/5399
dc.subjectCompetence, continuous assessment, competency-based curriculumen_US
dc.titleThe Rationale of Continuous Assessment for Development of Competencies in Tanzania Secondary Schoolsen_US
dc.typeJournal Article, Peer Revieweden_US
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