Implications of teacher educators’ practices in assessment for student learning in Tanzania

Abstract

This study presents findings on teacher educators’ practices in assessment and their implications for student learning in Tanzania. Research on classroom assessment has been dichotomizing assessment and teaching-learning processes instead of viewing assessment as an integral part of the teachinglearning process. It is against this background that this study delved into teacher educators’ practices in assessment and their implications for student learning in Tanzania. Data were collected using in-depth interviews and analysed using thematic coding. The findings show that teacher educators perceive assessment as a one-shot activity in terms of tests and examinations. Consequently, teaching, learning and assessment are performed disjointedly. Despite believing that learning is an active process, teachers predominantly use deductive teaching methods, which render students passive recipients of knowledge. It is concluded that although students need to see assessment as an essential measure of their learning and as an indication of opportunities for their improvement, teacher educators are still caught in a dilemma of either facilitating students’ meaningful learning or preparing students who can earn high grades.