Investigating assessment literacy of secondary school biology Teachers in the context of competence-based curriculum: a case Study in Morogoro municipality, Tanzania
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Date
2023
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Publisher
International Journal of Current Research and Applied Studies
Abstract
This study investigated the assessment literacy of secondary school biology teachers in Morogoro
Municipality, Tanzania, within the context of the competence-based curriculum. The research aims to
identify the level of understanding and knowledge among teachers regarding assessment principles and
practices. A sample of 165 biology teachers was surveyed, and inferential and descriptive statistics were
utilized to analyze the data. The findings indicate that 40% of the teachers demonstrated a strong grasp
of assessment principles, 30% exhibited a moderate understanding, 20% had limited understanding, and
10% showed misconceptions or significant gaps in understanding. Moreover, an inferential analysis
revealed a significant difference in assessment literacy scores between teachers with more than 10 years
of experience and those with less than 5 years of experience. Experienced teachers tended to have higher
assessment literacy scores. A positive correlation was found between teachers' assessment literacy scores
and their students' academic achievement. Higher assessment literacy among teachers was associated
with better academic performance among students. The study provides valuable insights into the
assessment literacy of biology teachers in Morogoro Municipality, Tanzania, and the challenges they
face in implementing competence-based assessment practices. The results emphasize the importance of
ongoing professional development to enhance teachers' competencies in assessment design and aligning
assessments with the competence-based curriculum.
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Keywords
Assessment Literacy, Assessment Practices, Assessment methods, Competence Based Curriculum, Assessment Performance tasks, Classroom observation, Professional development