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Educational Assessment in Tanzania

A Sociocultural Perspective

  • Book
  • © 2020

Overview

Authors:
  1. Joyce Kahembe

    1. Tanzania Institute of Education, Dar-es-Salaam, Tanzania

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  2. Liz Jackson

    1. Department of International Education, Education University of Hong Kong, Hong Kong, Hong Kong

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  • Adopts a sociocultural perspective to shed light on the processes of educational reform
  • Clarifies the experiences of educators engaged in assessment reforms in Tanzania
  • Gives voice to educators’ challenges in connection with educational reforms
  • Informs the development of sound implementation strategies concerning assessment in education

Part of the book series: SpringerBriefs in Education (BRIEFSEDUCAT)

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Table of contents (5 chapters)

  1. Front Matter

    Pages i-ix
    Download chapter PDF

  2. Introduction

    • Joyce Kahembe, Liz Jackson
    Pages 1-15

  3. Tanzanian Education and the Purposes of Assessment

    • Joyce Kahembe, Liz Jackson
    Pages 17-35

  4. Conceptions in Education: A Sociocultural Approach

    • Joyce Kahembe, Liz Jackson
    Pages 37-54

  5. Teachers’ Assessment Conceptions and Practices

    • Joyce Kahembe, Liz Jackson
    Pages 55-83

  6. Conclusion

    • Joyce Kahembe, Liz Jackson
    Pages 85-95
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Keywords

About this book

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.  

Authors and Affiliations

  • Tanzania Institute of Education, Dar-es-Salaam, Tanzania

    Joyce Kahembe

  • Department of International Education, Education University of Hong Kong, Hong Kong, Hong Kong

    Liz Jackson

About the authors

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.


Bibliographic Information

  • Book Title: Educational Assessment in Tanzania

  • Book Subtitle: A Sociocultural Perspective

  • Authors: Joyce Kahembe, Liz Jackson

  • Series Title: SpringerBriefs in Education

  • DOI: https://doi.org/10.1007/978-981-15-9992-7

  • Publisher: Springer Singapore

  • eBook Packages: Education, Education (R0)

  • Copyright Information: The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2020

  • Softcover ISBN: 978-981-15-9991-0Published: 05 November 2020

  • eBook ISBN: 978-981-15-9992-7Published: 04 November 2020

  • Series ISSN: 2211-1921

  • Series E-ISSN: 2211-193X

  • Edition Number: 1

  • Number of Pages: IX, 95

  • Number of Illustrations: 1 b/w illustrations

  • Topics: Education, general, International and Comparative Education

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