Teachers’ and Pupils’ Understanding of Competency-Based Assessment for Tanzania Primary School Pupils’ Learning in Mpwapwa District

Abstract

This study explored primary school teachers’ and pupils’ views on competency-based assessment. The study focused on teachers’ understanding of the conceptual meaning of competency-based assessment, views on competency-based assessment methods for pupils’ effective learning, and pupils’ opinions on pertinent competency-based assessment methods for effective learning. The study employed a qualitative approach, and it was conducted in Mpwapwa District. 40 participants; 10 classroom teachers, 5 Head teachers and 25 Standard IV pupils were involved in the study. Interviews and focus group discussion methods were used for data collection. Data were thematically analyzed. The findings showed that 80% of classroom teachers were not sure of the exact conceptual meaning of competency-based assessment. The findings revealed two scenarios of competency-based assessments for pupils’ learning. It included the use of more practical-based assessments than theoretical paper-based assessments. It was also found that pupils prefer formative competency-based assessments to summative. The study concluded that practical-based assessment methods included projects, portfolios, demonstrations, dialogues, interviews, dramatization, and discovery seemed more relevant for pupils’ effective learning than theoretical paper-based assessments. The study recommends that since leaning especially for the 21st century focuses on developing pupils’ competencies/skills, it is convenient to employ more practical-based assessments than theoretical paper-based. Similarly, it is recommended that summative assessments, specifically those carried out at the end of the course, should be used for pupils’ placement in accordance with their developed and demonstrated competencies/skills.