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Educational Assessment in Tanzania -  Liz Jackson,  Joyce Kahembe

Educational Assessment in Tanzania (eBook)

A Sociocultural Perspective
eBook Download: PDF
2020 | 1st ed. 2020
IX, 95 Seiten
Springer Singapore (Verlag)
978-981-15-9992-7 (ISBN)
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This book examines teachers' conceptions and practices of assessment in Tanzania. Adopting a sociocultural perspective, it reveals how Tanzanian teachers understand the role of assessment in relation to their classroom practices, community and other factors. The book determines that although teachers in Tanzania generally consider assessment to be useful for evaluating and monitoring learning, improving student performance and for accountability, their assessment practices are rarely seen as directly supporting student learning; it is not that teachers do not know how to implement the mandated assessment reforms. Instead, they are reluctant to adopt and embrace the reforms because they consider them to be contradictory to their teaching roles, and overly burdensome, if not implausible, given the physical, economic and cultural contexts of teaching and learning. 

This book argues that improving traditional assessments, rather than radically transforming them, can be more effective for cultivating practices that suit the physical, political, economic and cultural contexts of Tanzanian schools. Highlighting the significance of sociocultural factors in educators' professional practices, while also illustrating the major challenges in implementing global reform agendas in diverse contexts, it is a valuable resource for educators and scholars interested in development and educational reform in African contexts.  


Liz Jackson is Director of the Comparative Education Research Centre at the University of Hong Kong and an Associate Professor at the Faculty of Education. She is also President of the Philosophy of Education Society of Australasia. She previously worked in South Africa and the United Arab Emirates and has published several articles based on these contexts.

Joyce Kahembe is Principal Curriculum Designer and Developer at the Tanzania Institute of Education. She previously worked for the Ministry of Education and Science and Technology and the National Examinations Council of Tanzania. She holds a Ph.D. in Curriculum Studies from the University of Hong Kong.


This book examines teachers' conceptions and practices of assessment in Tanzania. Adopting a sociocultural perspective, it reveals how Tanzanian teachers understand the role of assessment in relation to their classroom practices, community and other factors. The book determines that although teachers in Tanzania generally consider assessment to be useful for evaluating and monitoring learning, improving student performance and for accountability, their assessment practices are rarely seen as directly supporting student learning; it is not that teachers do not know how to implement the mandated assessment reforms. Instead, they are reluctant to adopt and embrace the reforms because they consider them to be contradictory to their teaching roles, and overly burdensome, if not implausible, given the physical, economic and cultural contexts of teaching and learning. This book argues that improving traditional assessments, rather than radically transforming them, canbe more effective for cultivating practices that suit the physical, political, economic and cultural contexts of Tanzanian schools. Highlighting the significance of sociocultural factors in educators' professional practices, while also illustrating the major challenges in implementing global reform agendas in diverse contexts, it is a valuable resource for educators and scholars interested in development and educational reform in African contexts.  
Erscheint lt. Verlag 4.11.2020
Reihe/Serie SpringerBriefs in Education
SpringerBriefs in Education
Zusatzinfo IX, 95 p. 1 illus.
Sprache englisch
Themenwelt Sozialwissenschaften Pädagogik Schulpädagogik / Grundschule
Schlagworte accountability in education • Educational assessment • educational performance • Educational Reform • education for sustainable development • Education in Africa • Pedagogy • Stakeholders Views in Education • Tanzanian Education • Teacher Conceptions
ISBN-10 981-15-9992-0 / 9811599920
ISBN-13 978-981-15-9992-7 / 9789811599927
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