Teachers’ understanding of classroom assessment: Insights from English language teachers in Dodoma municipality, Tanzania

Abstract

This paper reports on the findings of a baseline study focusing on teachers’ understanding of classroom assessment, their assessment practices, and implications for professional development. Specifically, the study explored English language teachers’ perceptions of classroom assessment practices, the student’s expectations of assessment feedback, the perceived usefulness, and suggestions for improving classroom assessment. The study employed a qualitative research approach with Focus Group Discussions (FGDs) as the primary data collection method. Data were collected from 30 English language teachers in Dodoma Urban District and analyzed using thematic analysis. Study findings indicate that observing student behavior, providing opportunities for individual and group assignments, presentation, questioning, and obtaining feedback orally and in writing were the major assessment procedures practiced by teachers. Most respondents opined about students expecting improved learning, reinforcement, and good grades. The study has identified the knowledge and skills gap of respondents, which is the essence of Assessment for Learning (AfL), namely teachers’ ability to diagnose learning difficulties for group and individual learners so as to provide the necessary support. Moreover, respondents acknowledged the importance of classroom assessment feedback for evaluating pedagogy, detecting students’ understanding, and improving learning. These findings suggest the need for intervention based on a collaborative design and implementation of the designed supporting instructional materials.

Keywords

• Assessment for Learning
• Focus Group Discussion
• Professional Development
• Sammy King Fai Hui, Curriculum & Instruction, The Education University of Hong Kong, Hong Kong, Hong Kong
• Assessment & Testing
• Teachers & Teacher Education