details
Article (journal) accessible via
URN: urn:nbn:de:0111-pedocs-252430
DOI: 10.25656/01:25243; 10.26529/cepsj.958
URN: urn:nbn:de:0111-pedocs-252430
DOI: 10.25656/01:25243; 10.26529/cepsj.958
| Original Title |
Integrating assessment for learning into the teaching and learning of secondary school biology in Tanzania |
|---|---|
| Parallel title | Vključevanje ocenjevanja za učenje v poučevanje in učenje pri pouku biologije v Tanzaniji |
| Author |
Tarmo, Albert  |
| Source | CEPS Journal 12 (2022) 2, S. 239-265 |
| Document | full text (956 KB) |
| License of the document | In copyright |
| Keywords (German) | Biologieunterricht; Lehren; Lernen; Schülerleistung; Sekundarbereich; Leistungsbeurteilung; Test; Lehrer; Feedback; Portfolio; Curriculum; Testkonstruktion; Wirkung; Lernerfolg; Vergleich; Quasi-Experiment; Tansania |
| sub-discipline | Curriculum and Teaching / School Pedagogy Teaching Didactics/Teaching Maths and Sciences |
| Document type | Article (journal) |
| ISSN | 2232-2647; 22322647 |
| Language | English |
| Year of creation | 2022 |
| review status | Peer-Reviewed |
| Abstract (English): | The paper is about a study that investigated how the integration of assessment for learning enhances learning achievement among secondary school biology students in Tanzania. A quasi-experimental design involving pre-test and post-test of non-equivalent control and experimental groups was used to ascertain how the integration of assessment for learning into teaching and learning processes enhances students’ learning achievement. Two boarding secondary schools located in the suburbs of Dar Es Salaam were selected. Students in the two schools had maintained equivalent performances in national examinations in previous years. The results showed that the students taught using teaching and learning processes integrating assessment for learning outperformed those taught using conventional approaches. The integration of assessment for learning is likely to have contributed to the higher learning achievement in the experimental group. The study contributes to our understanding of how teachers in resource-constrained classrooms can integrate assessment for learning techniques into their day-to-day lessons, thereby harnessing the power of assessment to enhance learning and raise standards. (DIPF/Orig.) |
| other articles of this journal | CEPS Journal Jahr: 2022 |
| Statistics |  Number of document requests
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| Checksums | checksum comparison as proof of integrity |
| Date of publication | 16.08.2022 |
| Citation | Tarmo, Albert: Integrating assessment for learning into the teaching and learning of secondary school biology in Tanzania - In: CEPS Journal 12 (2022) 2, S. 239-265 - URN: urn:nbn:de:0111-pedocs-252430 - DOI: 10.25656/01:25243; 10.26529/cepsj.958 |
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