Secondary School Biology Teachers’ Knowledge and Practices of Formative Assessment in Tanzania

A tétel rövid nézete
dc.contributor.authorOmbay, Theodosi
dc.contributor.authorKikomelo, Sikutegemea
dc.contributor.authorDaniel, Wilson
dc.date.accessioned2026-01-14T12:03:51Z
dc.date.available2026-01-14T12:03:51Z
dc.date.issued2024-06-30
dc.description.abstractUsing formative assessment (FA) practices in teaching and learning is essential to understanding students’ learning and making informed decisions about students’ academic performance. This study examined secondary school biology teachers’ knowledge and practices of FA in Tanzania. Using a mixed-methods research approach and convergent mixed-methods research design, the study employed simple random and purposive sampling techniques to select the study area and teachers, respectively. A questionnaire and observation checklist used to collect data from 55 teachers in secondary schools. The Statistical Packages for Social Sciences (SPSS) version 26.0 was used to compute descriptive statistics. Findings revealed that though teachers had theoretical knowledge of FA practices, they failed to implement them, particularly Socratic questioning, portfolios, and constructive feedback. This study concludes that teachers did not implement FA practices in the surveyed schools. Thus, there is a need of regular in-service training to develop teachers’ practical competences in FA practices to enhance classroom teaching and students’ learning in biology.en
dc.formatapplication/pdf
dc.identifier.citationCentral European Journal of Educational Research, Vol. 6 No. 1 (2024): Teachers’ Roles and Practices in Changing Worlds , 10-19
dc.identifier.doihttps://doi.org/10.37441/cejer/2024/6/1/13389
dc.identifier.eissn2677-0326
dc.identifier.issue1
dc.identifier.jatitleCEJER
dc.identifier.jtitleCentral European Journal of Educational Research
dc.identifier.urihttps://hdl.handle.net/2437/402135
dc.identifier.volume6
dc.languageen
dc.relationhttps://ojs.lib.unideb.hu/CEJER/article/view/13389
dc.rights.accessOpen Access
dc.rights.ownerby the authors
dc.subjectformative assessmenten
dc.subjectbiology teachers' knowledgeen
dc.subjectquestioning strategyen
dc.subjectTanzaniaen
dc.titleSecondary School Biology Teachers’ Knowledge and Practices of Formative Assessment in Tanzaniaen
dc.typefolyóiratcikkhu
dc.typearticleen
dc.type.detailedidegen nyelvű folyóiratközlemény hazai lapbanhu
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Central European Journal of Educational Research (DE-journals)