Promoting history subject skills through competency-based assessment in Tanzania rural secondary schools

Teachers’ understanding and practices

Datos Bibliográficos

ID22203181
AutoresEunice Ndomondo (0000-0003-2469-0301, autor de correspondencia)
Año2024
Volumen9
Páginas100876
Fecha de publicación2024-01-01
Open AccessSí
TipoARTICLE
RevistaSocial Sciences & Humanities Open (JOURNAL)
Identificadores de la revistaISSN: 2590-2911 • E-ISSN: 2590-2911
EditorialElsevier BV (PUBLISHER)
DOI10.1016/j.ssaho.2024.100876
OpenAlexW4392524109
IdiomaEN
Citas recibidas1
Referencias citadas21

History subject promotes vast competencies desired in the 21st-century education. However, a paucity of understanding exists on how competencies are fostered using the study of the past. This study examined history teachers' understanding and use of assessment in promoting history subject skills in Tanzania secondary schools. Data were collected using semi-structured interviews with history teachers, a review of teachers' lesson plans and students' assignments, and analysed using content analysis procedures. The findings revealed teachers' limited understanding of the assessment approaches, which are currently emphasized in the history subject. Thus, teachers' knowledge and application of assessment methods may not effectively promote the desired teaching and learning of history subject skills. Respective education authorities should devise capacity-building strategies for improving history teachers' understanding of the current assessment approaches and their applications for better students’ learning outcomes

Competency assessment · Library science · Mathematics education · Medical education · Pedagogy · Political science · Socioeconomics · Sociology · Tanzania · Computer Science · Educator Training and Historical Pedagogy · Higher Education Learning Practices · Medicine · Psychology · Second Language Learning and Teaching

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