International Journal of Educational Assessment and Evaluation

This paper critically examines the balance between summative and formative assessments within Tanzania’s competency-based education (CBE) system and its implications for educational quality. Drawing on a comprehensive and systematic review of contemporary academic literature (2017–2024), this study delves into how both summative and formative assessments can be aligned to meet CBE objectives, which emphasize the cultivation of higher-order thinking, practical competencies, and holistic student development. The findings reveal systemic issues, including the over-reliance on summative assessments for accountability and the underutilization of formative methods crucial for continuous learning and real-world application of knowledge. Using frameworks such as Vygotsky’s Social Development Theory, Bloom’s Taxonomy, and Constructivist Learning Theory, this study argues for the necessity of policy reforms, teacher capacity-building, and a blended approach to assessment. This paper concludes with strong recommendations for integrating these assessment forms, addressing educational inequalities, and ensuring that the Tanzanian educational system effectively supports the development of skills of the 21st century. Full article

A summative evaluation study examined the efficacy of the McGovern–Dole Teacher Training Program in improving literacy among school-age children in Bunda District, Tanzania. A convergent design under a mixed-methods approach led to the CIRO evaluation model. The sample was obtained through systematic and stratified random and purposive sampling techniques to select 131 respondents. Research experts carried out validation. Pilot testing was conducted in two schools, followed by an estimation of the reliability of Likert-type items through Cronbach’s Alpha with a coefficient of 0.839. The trustworthiness of qualitative instruments was established through peer debriefing and triangulation. Descriptive statistics and thematic analysis were used to analyze the data. Teachers were found to have positive perceptions of the program and believed that it has equipped them with skills and competencies that improve the literacy of school-age children. Teachers’ positive perceptions meant that the goal of improving literacy was achieved to a high extent. This study recommended rewards for teachers to foster literacy in school-aged children. Full article

This study focused on the usefulness of the FinTan innovative pedagogy model in enhancing entrepreneurship skills among students in higher learning institutions in Tanzania. Guided by the Teaching Framework for Entrepreneurship Theory, the target population was three higher learning institutions, 120 lecturers, 700 students, and 9 team leaders who were beneficiaries of the FinTan innovative pedagogy model. Stratified random and purposive sampling techniques were used to draw the sample for the study, which consisted of 327 respondents. Questionnaires and interview guide instruments were used to collect data that were validated by researchers and evaluation experts, and Cronbach’s Alpha was used to ensure the reliability of the questionnaires. Trustworthiness and triangulation were used for the reliability of the interview guide instruments. Quantitative data were analyzed using descriptive statistics and presented using tables, while qualitative data were analyzed using thematic analysis. The findings of this study revealed that the FinTan innovative pedagogy model was effective in helping students to build networking with experienced individuals in society and relate the topic materials to the needs of society, which in turn develops entrepreneurship skills. The study concluded that the FinTan innovative pedagogy model is useful in enhancing entrepreneurial skills in students. The study recommended that the three institutions should share the knowledge with other higher learning institutions for students to develop entrepreneurship skills, which are identified as essential skills in minimizing the unemployment rate as well as caring for the environment in the process of self-employment. Full article

This study examined the power of teachers’ portfolios on planning physics lessons as a form of authentic assessment in public secondary schools in Moshi District Council, Tanzania. A convergent mixed-methods approach was applied using the Reflective Practice Theory (RPT). The study targeted 2830 individuals, including school heads, physics teachers, students, and District School Quality Assurance Officers. Sampling methods included simple random, stratified random, and expert sampling, yielding 363 respondents. Assessment experts ensured validity, while reliability was confirmed using Cronbach’s alpha (0.84 for teachers and 0.79 for students). Trustworthiness was established through peer debriefing and triangulation. Quantitative data were analyzed using percentages, frequencies, and mean scores, while qualitative data underwent thematic analysis. The study revealed that while teachers prepare portfolios, poor organization and limited accessibility hinder effectiveness. It was concluded that teacher portfolios are powerful assessment tools that provide evidence of students’ learning. The study recommends improving portfolio organization to better track student learning and provide constructive feedback for improved teaching outcomes. Full article

The study aimed to demystify the functionality of Group-work Assessment practices on students’ active learning in English in public secondary schools in the Same district, Tanzania. The study adopted a mixed-methods approach with a convergent research design. The target population for this study was District Educational Quality Assurance Officers, teachers of English language subjects, heads of language departments and form three students. Stratified random and purposive sampling procedures were employed to obtain a sample of 402 respondents. Data for the study were gathered using interview guides and questionnaires. Qualitative data from the interview guides were analyzed thematically by transcribing material, coding it and creating themes based on the study questions. Quantitative data were analyzed using descriptive statistics in the form of percentages, frequencies, and mean scores. The researcher adhered to research ethics, such as regards anonymity and confidentiality. The study found that teachers of English use group work assessment to a great extent, whereby group work presentations were mostly used by teachers. It was also revealed that teachers of English use group problem-solving activities during the assessment process to a great extent; hence, active learning is enhanced. Moreover, teachers of English were found to use students’ group debates in the assessment process to a moderate extent. The study concludes that group work presentations were used by most teachers of the English language to enhance active learning. It was recommended to teachers of English language to change their mindset and be open-minded to embracing various authentic assessment practices in enhancing active learning. Full article