國立高雄大學圖資館 |

Language: English

Back

Educational assessment in Tanzaniaa ...

Jackson, Liz.

Educational assessment in Tanzaniaa sociocultural perspective /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Educational assessment in Tanzaniaby Joyce Kahembe, Liz Jackson.
Reminder of title:	a sociocultural perspective /
Author:	Kahembe, Joyce.
other author:	Jackson, Liz.
Published:	Singapore :Springer Singapore :2020.
Description:	ix, 95 p. :ill., digital ;24 cm.
Contained By:	Springer Nature eBook
Subject:	Educational evaluationTanzania.
Online resource:	https://doi.org/10.1007/978-981-15-9992-7
ISBN:	9789811599927$q(electronic bk.)

Educational assessment in Tanzaniaa sociocultural perspective /
Kahembe, Joyce.

Educational assessment in Tanzaniaa sociocultural perspective /[electronic resource] :by Joyce Kahembe, Liz Jackson. - Singapore :Springer Singapore :2020. - ix, 95 p. :ill., digital ;24 cm. - SpringerBriefs in education,2211-1921. - SpringerBriefs in education..

1. Introduction -- 2. Assessment in Education in Tanzania -- 3. The Importance of Conceptions -- 4. Assessment Conceptions and Practices -- 5. Conclusion.

This book examines teachers' conceptions and practices of assessment in Tanzania. Adopting a sociocultural perspective, it reveals how Tanzanian teachers understand the role of assessment in relation to their classroom practices, community and other factors. The book determines that although teachers in Tanzania generally consider assessment to be useful for evaluating and monitoring learning, improving student performance and for accountability, their assessment practices are rarely seen as directly supporting student learning; it is not that teachers do not know how to implement the mandated assessment reforms. Instead, they are reluctant to adopt and embrace the reforms because they consider them to be contradictory to their teaching roles, and overly burdensome, if not implausible, given the physical, economic and cultural contexts of teaching and learning. This book argues that improving traditional assessments, rather than radically transforming them, can be more effective for cultivating practices that suit the physical, political, economic and cultural contexts of Tanzanian schools. Highlighting the significance of sociocultural factors in educators' professional practices, while also illustrating the major challenges in implementing global reform agendas in diverse contexts, it is a valuable resource for educators and scholars interested in development and educational reform in African contexts.

ISBN: 9789811599927$q(electronic bk.)

Standard No.: 10.1007/978-981-15-9992-7doiSubjects--Topical Terms:

881320
Educational evaluation
--Tanzania.

LC Class. No.: LB2822.75 / .K34 2020

Dewey Class. No.: 379.15809678

Educational assessment in Tanzaniaa sociocultural perspective /
LDR:02636nmm a2200337 a 4500 001 589490
003 DE-He213
005 20210303134347.0
006 m d
007 cr nn 008maaau
008 210601s2020 si s 0 eng d
020 $a 9789811599927$q(electronic bk.)
020 $a 9789811599910$q(paper)
024 7 $a 10.1007/978-981-15-9992-7 $2 doi
035 $a 978-981-15-9992-7
040 $a GP $c GP
041 0 $a eng
050 4 $a LB2822.75 $b .K34 2020
072 7 $a JN $2 bicssc
072 7 $a EDU000000 $2 bisacsh
072 7 $a JN $2 thema
082 0 4 $a 379.15809678 $2 23
090 $a LB2822.75 $b .K12 2020
100 1 $a Kahembe, Joyce. $3 881318
245 1 0 $a Educational assessment in Tanzania $h [electronic resource] : $b a sociocultural perspective / $c by Joyce Kahembe, Liz Jackson.
260 $a Singapore : $b Springer Singapore : $b Imprint: Springer, $c 2020.
300 $a ix, 95 p. : $b ill., digital ; $c 24 cm.
490 1 $a SpringerBriefs in education, $x 2211-1921
505 0 $a 1. Introduction -- 2. Assessment in Education in Tanzania -- 3. The Importance of Conceptions -- 4. Assessment Conceptions and Practices -- 5. Conclusion.
520 $a This book examines teachers' conceptions and practices of assessment in Tanzania. Adopting a sociocultural perspective, it reveals how Tanzanian teachers understand the role of assessment in relation to their classroom practices, community and other factors. The book determines that although teachers in Tanzania generally consider assessment to be useful for evaluating and monitoring learning, improving student performance and for accountability, their assessment practices are rarely seen as directly supporting student learning; it is not that teachers do not know how to implement the mandated assessment reforms. Instead, they are reluctant to adopt and embrace the reforms because they consider them to be contradictory to their teaching roles, and overly burdensome, if not implausible, given the physical, economic and cultural contexts of teaching and learning. This book argues that improving traditional assessments, rather than radically transforming them, can be more effective for cultivating practices that suit the physical, political, economic and cultural contexts of Tanzanian schools. Highlighting the significance of sociocultural factors in educators' professional practices, while also illustrating the major challenges in implementing global reform agendas in diverse contexts, it is a valuable resource for educators and scholars interested in development and educational reform in African contexts.
650 0 $a Educational evaluation $z Tanzania. $3 881320
650 1 4 $a Education, general. $3 730921
650 2 4 $a International and Comparative Education. $3 338769
700 1 $a Jackson, Liz. $3 881319
710 2 $a SpringerLink (Online service) $3 273601
773 0 $t Springer Nature eBook
830 0 $a SpringerBriefs in education. $3 560003
856 4 0 $u https://doi.org/10.1007/978-981-15-9992-7
950 $a Education (SpringerNature-41171)