Teachers’ understanding of classroom assessment: Insights from English language teachers in Dodoma municipality, Tanzania

References

• Ahmad, A. K., Krogh, E., & Gjøtterud, S. M. (2014). Reconsidering the philosophy of Education for Self-Reliance (ESR) from an experiential learning perspective in contemporary education in Tanzania. Educational Research for Social Change, 3(1), 3–19.
   Google Scholar
• Azim, S., & Khan, M. (2012). Authentic Assessment: An instructional tool to enhance students’ learning. Academic Research International, 2(3), 314–320.
   Google Scholar
• Balan, A. (2012). Assessment for learning. A case study of mathematics education. Malmo University-Sweden.
   Google Scholar
• Biggs, J. (2003). Teaching for quality learning at university (2nd ed.). Open University Press.
   Google Scholar
• Black, P., & William, D. (2004). Working inside the black box: Assessment for learning in the classroom. Phi Delta Kappan, Bloomington. https://doi.org/10.1177/003172170408600105
   Google Scholar
• Black, P., & William, D. (2018). Classroom assessment and pedagogies, Assessment in education: Principles, policy and practice. https://doi.org/10.1080/0969594X.2018.1441807
   Google Scholar
• Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
   Google Scholar
• Brink, M. K. (2017). Teachers perceived understanding of formative Assessment and how this understanding impacts their own classroom instruction [Unpublished PhD thesis, Southern Illinois University Carbondale].
   Google Scholar
• Briton, A. M. (2015). Assessment for learning in teaching English to young learners. Teachers’ understanding, classroom practice and impact on interactions [Unpublished PhD thesis]. University of Reading-UK.
   Google Scholar
• Brown, S. (2017). Using good feedback and assessment practices to enhance students’ engagement and achievement. https://docentenportal-farmacie.sites.uu.nl/wp-content/uploads/sites/133/2017/04/Sally-Brown-assessment.pdf
   Google Scholar
• Byabato, S., & Kisamo, K. (2015). Implementation of continuous Assessment as a search for true scores [Paper presentation]. Experiences of Tanzania Secondary Schools. The 33^rd Annual Conference of the Association for Educational Assessment in Africa.
   Google Scholar
• Chappuis, S., & Chappuis, J. (2008). The best value in formative assessment. Educational Leadership, 65(4), 14–19.
   Google Scholar
• Chen, P. P., & Bonner, S. M. (2020). A framework for classroom assessment, learning, and self-regulation. Assessment in Education: Principles, Policy & Practice, 27(4), 373–393. https://doi.org/10.1080/0969594X.2019.1619515
   Google Scholar
• Davison, C. (2019). Using assessment to enhance learning in English language education. In Second handbook of English language teaching (pp. 433–454). Springer.
   Google Scholar
• Dzino-Silajdzic, V. (2018). Practical guide: Focus group discussions. Catholic Relief Services. Retrieved from https://www.crs.org/sites/default/files/toolsresearch/fgds_april_24_final_lo_res_.pdf
   Google Scholar
• Gakii, I. M. (2015). Developing instructional materials that address challenges facing teachers in secondary school chemistry investigative practical work: Case of Kajiago County-Kenya [Unpublished PhD thesis]. Kenyata University.
   Google Scholar
• Gibbings, D. P. (2008). Experiences of Problem -Based Learning (PBL) in virtual space: A Phenomenographica;l study [Unpublished PhD thesis]. Queensland University of Technology.
   Google Scholar
• Gibs, G. (2010). Using Assessment to support student learning. Leeds Metropolitan University.
   Google Scholar
• Hodgen, J., & Marshall, B. (2005). Assessment for learning in English and mathematics: A comparison. The Curriculum Journal, 16(2), 153–176. https://doi.org/10.1080/09585170500135954
   Google Scholar
• Hopfenbeck, T. N. (2018). The Assessment for learning (AfL) movement in primary and secondary education: Lesson for higher education. Oxford University Centre for Educational Assessment.
   Google Scholar
• Howell, K. W., & Nolet, V. (2000). Curriculum-based evaluation: Teaching and decision making. Wadsworth.
   Google Scholar
• Hussein, S. (2017). Relationship between teacher educators’ assessment literacy and classroom assessment practices with their students’ academic achievement.
   Google Scholar
• Kahembe, J. J. (2017). Teachers’ conceptions and practices of Assessment and factors that influenced them in Tanzania [Unpublished Master’s thesis]. University of Hong Kong, Hong Kong.
   Google Scholar
• Karaduma, H., & Gultekin, M. (2007). The effects of constructivist learning principles based learning materials to students’ attitudes, success and retention in social studies. Turkish Journal of Educational Technology, 6(3), 1–10.
   Google Scholar
• Kilangi, C. T. K. (2023). The use of English as the language of instruction in Tanzanian secondary schools. ALTRALANG Journal, 5(3), 259–270. https://doi.org/10.52919/altralang.v5i3.366
   Google Scholar
• Kyaruzi, F., Strijbos, J.-W., Ufer, S., & Brown, G. T. L. (2019). Students’ formative assessment perceptions, feedback use and mathematics performance in secondary schools in Tanzania. Assessment in Education: Principles, Policy and Practice, 26(3), 278–302. https://doi.org/10.1080/0969594X.2019.1593103
   Web of Science ®Google Scholar
• Lai, E., & Viering, M. (2012). Assessing 21st century skills: Integrating research findings. https://images.pearsonassessments.com/images/tmrs/Assessing_21st_Century_Skills_NCME.pdf
   Google Scholar
• Lam, R. (2018). Understanding assessment as learning in writing classrooms. The case of portfolio assessment. Iranian Journal of Language Teaching Research, 6(3), 19–36.
   Google Scholar
• Lebar, O., & Mohamed, R. (2017). Authentic Assessment in assessing higher order thinking skills. International Journal of Academic Research in Business and Social Sciences, 7(2), 446–4776.
   Google Scholar
• Lizzio, A., & Wilson, K. (2008). Feedback on Assessment: students’ perceptions of quality and effectiveness. Assessment & Evaluation in Higher Education, (33)(3), 263–275. https://doi.org/10.1080/02602930701292548
   Web of Science ®Google Scholar
• Manitoba Education, Citizenship &Youth. (2006). Re-thinking classroom Assessment with purpose in mind. Manitoba.
   Google Scholar
• Meijerman, I., Schalekamp, T., & Koster, A. (2017). Implementation of competency-based pharmacy education. Pharmacy, 5(1), 10. https://doi.org/10.3390/pharmacy5010010
   Google Scholar
• MOEST. (2019). National curriculum framework for basic and teacher education.
   Google Scholar
• Moss, C. (2013). Research on classroom summative assessment. Sage Publication.
   Google Scholar
• Motswiri, M. J. (2004). Supporting Chemistry teachers in implementing formative assessment of investigative practical work in Botswana [Unpublished PhD thesis]. University of Twente.
   Google Scholar
• Mussawy, S. A. J. (2009). Assessment practices: Students' and teachers' perceptions of classroom assessment. University of Massachusetts. http://scholarworks.umass.edu/cie_capstones/9/
   Google Scholar
• Mwakasendo, B. (2011). An assessment of the situation of teaching of English language in public primary schools in Temeke Municipality and Rungwe District in Tanzania Mainland [Unpublished Master’s thesis]. University of Dar es salaam.
   Google Scholar
• Ndalichako, J. L. (2015). Secondary schools teachers’ perceptions of Assessment. International Journal of Information and Education Technology, 5(5), 326–330. https://doi.org/10.7763/IJIET.2015.V5.524
   Google Scholar
• Ndoye, A. (2017). Peer/Self-assessment and students learning. International Journal of Teaching and Learning in Higher Education, 29(2), 225–269.
   Google Scholar
• Nguru, B. F. (2018). Children’s learning about matter and its change of state: A learning study approach [Unpublished PhD thesis]. University of Dodoma.
   Google Scholar
• Nyambe, N. T. (2015). Primary schools teachers’ experiences of implementing assessment policy in social studies in the Kavango region of Namibia [Unpublished Master’s thesis]. Stellenbosch University.
   Google Scholar
• Nyumba, O. T., Wilson, K., Derrick, C. J., & Mukherjee, N. (2018). The use of focus group discussion methodology: Insights from two decades of application in conversation. Methods in Ecology and Evolution, 9(1), 20–32. https://doi.org/10.1111/2041-210X.12860
   Web of Science ®Google Scholar
• Okwaput, S. (2013). Teacher training for inclusion of children with special needs; Towards achieving communicative interaction in education in Uganda [Unpublished PhD Dissertation]. University of Oslo.
   Google Scholar
• Oz, H. (2014). Turkish teachers practices of Assessment for learning in English as a foreign language classroom. Journal of Language Teaching and Research, 5(4), 775–785.
   Google Scholar
• Padilla-Díaz, M. (2015). Phenomenology in educational qualitative research: Philosophy as science or philosophical science? International Journal of Educational Excellence, 1(2), 101–110. https://doi.org/10.18562/IJEE.2015.0009
   Google Scholar
• Pellegrino, J. W. (2014). A learning science perspective in the design and use of Assessment in education. In R. K. Sewyer (Ed.), The Cambridge hand book of the learning sciences. Cambridge University Press.
   Google Scholar
• Polland, M., Friend, E., Plazesi, I., & Cline, L. (2004). Assessment for diverse classroom. A hand book for teachers. Florida Department of Education.
   Google Scholar
• Qorro, M. A. S., & John, P., Chuo Kikuu cha Dar es Salaam. (2023). Nafasi ya Lugha katika Elimu Barani Afrika: Suala la Kiswahili na Lugha zingine za Kijamii nchini Tanzania. MULIKA, 42(2), 139–163. https://doi.org/10.56279/mulika.na42t2.1
   Google Scholar
• Ritchie, J., & Lwis, J. (2003). Qualitative research and practice: A guide for Social Science students and researchers. SAGE Publications.
   Google Scholar
• Salema, V. (2017). Assessment practices in secondary schools in Kilimanjaro Region, Tanzania: A Gape between theory and practice. European Journal of Education Studies, 3(2), 130–142.
   Google Scholar
• Shepard, L. A., Penuel, W. R., & Pellegrino, J. W. (2018). Classroom assessment principles to support learning and avoid the harms of testing. Educational Measurement: Issues and Practice, 37(1), 52–57. https://doi.org/10.1111/emip.12195
   Web of Science ®Google Scholar
• Siarova, H., Sternadel, D., & Masidlauskaite, R. (2017). Assessment practices for 21c century learning: Review of evidence. NESET II report. Publication Office of the European Union.
   Google Scholar
• Stiggins, R. (2008 Assessment of learning, achievement gap, and truly effective schools. A presentation at the Educational Testing services and College Board conferences [Paper presentation]. Educational Testing in America., Sate assessments, Achievement gaps. National Policy and Innovations.
   Google Scholar
• Sun, Y., Luu, K., & DeLuca, C. (2012). Assessment of learning in the classroom: Barriers to implementation and possibilities for teachers’ professional development. https://www.nzcer.org.nz/system/files/AM2012_4_005_0.pdf
   Google Scholar
• Taylor, R. L. (2003). Assessment of exceptional students: Educational and Psychological procedure. (6th ed.). Pearson Education, Inc.
   Google Scholar
• Timperley, H. (2009). Using assessment data for improving teaching practice: Newzaland. University of Auckland. https://research.acer.edu.au/cgi/viewcontent.cgi?article=1036&context=research_conference
   Google Scholar
• UCLES. (2017). Assessment for learning. https://www.cambridgeinternational.org/Images/271179-assessment-for-learning.pdf
   Google Scholar
• Vasileiou, K., Barnett, J., Thorpe, S., & Young, T. (2018). Characterising and justifying sample size sufficiency in interview-based studies: Systematic analysis of qualitative health research over a 15-year period. Medical Research Methodology, 18(148), 1–18.
   Google Scholar
• Wang, T. H. (2014). Developing an assessment-centered e-Learning system for improving student learning effectiveness. Computers & Education, 73, 189–203. https://doi.org/10.1016/j.compedu.2013.12.002
   Web of Science ®Google Scholar
• Wiliam, D., & Thompson, M. (2017). Integrating assessment with learning: What will it take to make it work? In The future of assessment (pp. 53–82). Routledge.
   Google Scholar
• Wu, X., Zhang, L. J., & Liu, Q. (2021). Using assessment for learning: Multi-case studies of three Chinese University English as a foreign language (EFL) teachers engaging students in learning and assessment. Frontiers in Psychology, 12, 725132. https://doi.org/10.3389/fpsyg.2021.725132
   PubMedGoogle Scholar
• Yamtim, V., & Wongwanich, S. (2013). A study of classroom assessment literacy of primary school teachers (vol. 116, pp. 2998–3004). Elsevier.
   Google Scholar