Evaluating a curriculum using the same style and strategy across years: lessons gained from Tanzania
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Date
2015
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Publisher
American International Journal of Research in Humanities, Arts and Social Sciences
Abstract
Policy and practice in relation to curriculum evaluation systems are under review in many
countries. Previous studies have indicated that, public examination system used in many countries,
especially those using pen and paper to evaluate students’ mastery of the curriculum objectives can provide
us with illusions regarding how best a curriculum is implemented at school. In this study, Public
examination conducted by the National Examination Council of Tanzania were studied to see whether, the
type and structure of exams, and coverage of such exams do not affect teachers’ curriculum implementation
practice. Through content analysis of Grade twelve (form four) Public examinations offered since the year
2010 to 2014; and following an interviewing with students in grade twelve, results showed that: “what is
measured” and “how it is consistently measured” through National summative examinations in Tanzania
affect what is taught, what is assessed, and to a large extent, what is valued in the schooling process during
curriculum implement ation.
Description
Journal article
Keywords
Curriculum, Curriculum evaluation, Public examination, Tanzania