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ORGANIZATION
Original Article

Teachers’ Assessment Practices in Implementing Competence Based

Curriculum in Secondary Schools in Arumeru District of Tanzania
Dr. Peter Changilwa Kigwilu, PhD1 & Dr. Daniel Kosia Mokoro, PhD2
1 United States International University-Africa, P. O. Box 14634 - 00800, Nairobi, Kenya.
2 Tumaini University Makumira, P. O. Box 55, USA-River, Arusha, Tanzania
* Author for Correspondence ORCID https://orcid.org/0000-0002-7060-5860; Email: [email protected]

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Date Published: ABSTRACT

17 August 2022 This study investigated the teachers’ use of recommended assessment methods
in implementing the Competence Based Curriculum (CBC) in public
Keywords: secondary schools in Arumeru District of Tanzania. More specifically, the
study sought to determine teacher training in and utilization of the
Academic recommended assessment methods implementing the CBC. Adopting the
Performance, cross-sectional survey research design, the study targeted 35 co-educational
Assessment, public secondary schools in Meru Council of Arumeru District, Tanzania with
Assessment Methods, a population of 1193 teachers. The study sample comprised 111 teachers drawn
Competence Based from nine secondary schools, which were sampled using stratified sampling to
Curriculum, ensure proportional representation of rural and urban schools. Data were
Learning Outcomes, collected using a semi-structured questionnaire. The findings revealed that a
Student Achievement. majority of the secondary school teachers were not trained in the recommended
assessment methods for implementing CBC, more so in the use of rating scales
and rubrics, checklists, portfolios, practical task, and analysis of texts. The
methods that were primarily used by teachers to assess student learning were
oral examination, written tests, analysis of texts, and essays. On the contrary,
portfolios, rating scales, and rubrics, checklists, projects, and practical task
methods were rarely used in assessing student learning. The study, therefore,
recommends that the Ministry of Education, Science and Technology should
ensure that all secondary school teachers are trained in the use of the
recommended assessment methods if the implementation of CBC were to be
successful. In addition, the Ministry of Education, Science and Technology
should closely and continuously monitor utilization of the different
recommended assessment methods for effective assessment of learning
outcomes in secondary schools

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APA CITATION
Kigwilu, P. C., & Mokoro, D. K. (2022). Teachers’ Assessment Practices in Implementing Competence Based Curriculum in
Secondary Schools in Arumeru District of Tanzania East African Journal of Education Studies, 5(2), 324-333.
https://doi.org/10.37284/eajes.5.2.792.

CHICAGO CITATION
Kigwilu, Peter Changilwa and Daniel Kosia Mokoro. 2022. “Teachers’ Assessment Practices in Implementing Competence
Based Curriculum in Secondary Schools in Arumeru District of Tanzania”. East African Journal of Education Studies 5 (2),
324-333. https://doi.org/10.37284/eajes.5.2.792.

HARVARD CITATION
Kigwilu, P. C., & Mokoro, D. K. (2022) “Teachers’ Assessment Practices in Implementing Competence Based Curriculum in
Secondary Schools in Arumeru District of Tanzania”, East African Journal of Education Studies, 5(2), pp. 324-333. doi:
10.37284/eajes.5.2.792.

IEEE CITATION
P. C. Kigwilu, & D. K. Mokoro. “Teachers’ Assessment Practices in Implementing Competence Based Curriculum in Secondary
Schools in Arumeru District of Tanzania”, EAJES, vol. 5, no. 2, pp. 324-333, Aug. 2022.

MLA CITATION
Kigwilu, Peter Changilwa & Daniel Kosia Mokoro. “Teachers’ Assessment Practices in Implementing Competence Based
Curriculum in Secondary Schools in Arumeru District of Tanzania”. East African Journal of Education Studies, Vol. 5, no. 2,
Aug. 2022, pp. 324-333, doi:10.37284/eajes.5.2.792

INTRODUCTION Statement of the Problem

The Competence Based Curriculum (CBC) for Scanty evidence exists to demonstrate whether
secondary education in Tanzania requires teachers teachers effectively deploy the varied assessment
to use various assessment techniques that probe methods in implementing the CBC in secondary
students understanding, reasoning, and critical schools in Tanzania. A majority of the studies have
thinking rather than reproducing memorized focused on teaching strategies, with less attention on
material (TIE, 2013). Yambi (2018) asserts that the assessment methods. For instance, Hipolite
well-designed assessment strategies play a critical (2019) explored teachers’ strategies in addressing
role in, not only educational decision-making, but the challenges of implementing CBC in public
also, in the ongoing quality improvement processes secondary schools in Morogoro municipality. Still
at the lesson, course, or curriculum level. It is focusing on teaching strategies, Kafyulilo,
therefore expected that competences acquired Rugambuka and Moses (2012) examined the
would enable secondary school graduates engage in implementation of competency-based teaching
productive projects in the society for self- approaches in Tanzania. The findings of the few
employment and development. The CBC document studies conducted on assessment reveal a
recommends several assessment methods for misconstrued role of assessment in and for learning.
application in implementation of the secondary For instance, Sanga (2016) found that teacher
school curriculum. The recommended methods educators in Tanzania perceived assessment as a
include use of portfolios, rating scales and rubrics, one-shot activity in terms of tests and examinations.
checklists, projects, practical tasks, analysis of texts Therefore, the current study focused on the
and essays, and reports (TIE, 2013). However, the teachers’ use of recommended assessment methods
curriculum does not explain how these methods in implementing the CBC in public secondary
should be used by teachers in classroom, a scenario schools in Arumeru District of Tanzania.
that is likely to lower teachers’ confidence in using
the methods. Stancescu Petrescu, and Draghicesu Research Questions
(2017) opine that teacher may feel insufficiently The study sought to answer the following questions:
trained to use a wide range of strategies for
assessing competency acquisition in order to • To what extent are teachers trained in the use of
provide positive feedback to all students as well as the recommended assessment methods for
identify levels of student thinking.

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implementing the CBC in secondary schools in curriculum with a significance value of

Arumeru District of Tanzania? p=0.000<0.05. In regard to the areas of training on
assessment, 83.3%, 63.3%, and 6.6% reported to
• How frequently are the recommended have been trained on how to use assessment rubrics,
assessment methods used in implementing the how to do summative, and formative assessments
CBC in secondary schools in Arumeru District only. In effect, 51.7% of those who reported that
of Tanzania? they were not trained had difficulties in using
assessment rubrics even with support. These
EMPIRICAL REVIEW findings bear resemblance with those of Waweru
(2018) who, in interrogating the extent to which
Formative assessment is important in learning lower primary school teachers were trained to
institutions as it provides opportunity for dialogue, implement the CBC in Nyandarua North Sub-
feedback, and breaks the linear transfer of County, Kenya, established that 50% of the teachers
knowledge from the teacher to students hence face challenges in designing and using the
promoting deep learning. However, feedback is still assessment rubrics.
merely conceptualized as a transmission process
controlled by teachers who tell students what is right In Zambia, Kabombwe and Mulenga (2019)
and wrong in academic work. This approach to investigated teachers of History’s implementation
feedback communication, however, hinders of the competency-based teaching approaches in the
development of critical thinking skills among teaching and learning of History in Lusaka district,
learners (Amua-Sekyi, 2016). from the ten zones. The study revealed that teachers
of History were not using the competency-based
A study in Sudan by Umar (2018) established that approaches to a large extent in the teaching and
using assessment for learning can significantly learning of the subject since they were not trained in
improve the level of student learning. The study competency-based approaches. Instead, they used
found that teachers used different assessment tools such traditional methods of assessment as class
such as portfolios, classroom observations, after exercises and tests and examinations. These
class quizzes, and learning notebooks to assess traditional methods often tested ability to recall
learners. In consonance to the findings of the memorized facts, knowledge, and principles and
aforementioned study, Oyinloye and Imenda (2019) were devoid of performance-based assessment.
established that students instructed using the
assessment for learning approach performed Paulo (2014), in a study on pre-service teacher
statistically higher than those taught under the preparedness in integrating CBC in secondary
normal classroom instruction. In the latter study, schools in Tanzania, established that teachers were
assessment for learning was associated with the use not trained on new assessment methods. Similarly,
of the right tools such as scoring rubrics, self- Muneja (2015) established lack of adequate
assessment, peer assessment, and peer feedback, all knowledge on teaching and assessment methods as
of which contributed to improved learning. one of the challenges faced by secondary school
teachers in implementing the CBC in Tanzania. This
In investigating teacher preparedness and is likely to negatively impact teacher utilization of
implementation of the competency-based the recommended assessment methods for
curriculum in public pre-primary schools in Nairobi implementing the CBC in secondary schools.
City County, Kenya, Isaboke et al. (2020)
established that majority (65.9%) of the teachers Conceptual Framework
had not received any training on CBC. Further, the
aforementioned study revealed significant The conceptual framework guiding the study is
relationship between the teachers’ extent of training presented in Figure 1.
in CBC and their ability to implement the

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Figure 1: Conceptual framework for the study.

Competence-Based
Assessment Methods Assessment areas
• Portfolio • Critical skills and innovation
• CBC Outcomes
Rating scales/rubrics • Communicate skills
• • Improved
Checklist • Independent learning skills
• academic
Projects • Numeracy skills performance
• Practical tasks • Digital literacy skills
• Analysis of texts
• Essays and reports

As shown in Figure 1, CBC implementation schools, two were urban and 33 were rural. The
outcomes constitute the dependent variable. The population of teachers was 1193 comprising 529
improved academic performance is a function of the females and 664 males. The study sample composed
assessment methods employed in developing of 111 teachers drawn from nine secondary schools,
critical skills and innovation, communicative, which were sampled using stratified sampling to
independent learning, numeracy, and digital literacy ensure proportional representation of rural and
skills in the learner during the CBC implementation. urban schools. Further, proportionate stratified
The competence-based assessment methods sampling was used to select male and female
influencing the development of these skills are teachers from the sampled schools. Data were
portfolios, rating scales/rubrics, checklists, projects, collected using a semi-structured questionnaire that
practical tasks, analysis of texts and essays, and captured quantitative and qualitative information.
reports. If the aforementioned methods are regularly
applied by teachers in assessment of learning, they RESULTS
are likely to result in improved academic
performance, an indicator of effective CBC Teacher Demographic Characteristics
implementation. Teachers’ gender, level of education, teaching
MATERIALS AND METHODS experience, and subjects taught were hypothesized
to influence the utilization of recommended
The study adopted the cross-sectional survey assessment methods in implementing CBC in
design. Target population comprised 35 co- secondary schools. The findings on these variables
educational public secondary schools in Meru are presented in Table 1.
Council of Arumeru District, Tanzania. Out of these

Table 1: Demographic characteristics of teachers

Variable Rural Urban Total

N % n % n %
Gender Male 58 52.3 5 4.5 63 56.8
Female 44 39.6 4 3.6 48 43.2
Level of education Diploma 8 7.3 2 9.2 18 16.5
Bachelor 85 76.6 5 4.5 90 81.1
Masters 1 0.8 2 1.6 3 2.4
Teaching experience Less than 1 year 2 1.8 1 0.9 3 2.7
2-3 years 1 0.9 1 0.9 2 1.8
4-5 years 36 32.6 2 1.6 38 34.2
6 and above years 63 56.8 5 4.5 68 61.3
Teaching subjects: Sciences 3 9.4 29 21.1 32 30.5
Arts 6 8.2 67 61.3 73 69.5

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Gender of Teachers considered adequate for them to reflect on their

experiences in implementing the CBC. The mean
Table 1 shows that there were more male than length of the teaching experience was 4.5 years.
female teachers in both sampled rural and urban This average teaching experience is within the one
secondary schools, which was in congruence to the cycle of ordinary level secondary education which
sampling frame obtained from the Meru Council takes four years. Most teachers had, therefore,
Education Office (2019). This shows male experienced CBC implementation for a reasonable
dominance in the teaching profession at the number of years, hence they could confidently share
secondary level of education in both rural and urban their lived experiences about the implementation
schools. process. Studies have shown that teaching
experience is positively and significantly associated
Teachers’ Levels of Education with teacher effectiveness which is seen in students’
Another variable of interest to this study was the achievement gains (Podolsky, Kini & Darling-
level of education attained by the teachers. Hammond, 2019).
Teachers’ level of education has been found to Teaching Subjects
significantly influence curriculum implementation
in schools (Kigwilu & Githinji, 2015). Table 1 The study also captured the subjects the teachers
shows that all the teachers had the minimum taught which were clustered as Science and Arts.
required education level to teach at secondary These are the common clusters of subjects taught in
school level, with the vast majority (81.1%) having secondary schools in Tanzania. As shown in Table
Bachelor of Education followed by the 16.5% and 1, there were more teachers of Arts subjects (69.5%)
2.4% who held a Diploma in Education and Master than there were teachers of science subjects.
in Education qualifications respectively. The (30.5%). The low proportion of teachers of science
minimum qualification required to teach at subjects may be a pointer to the shortage of these
secondary education ordinary level is Diploma in teachers in secondary schools in Tanzania, a
Education (Ministry of Education and Vocational scenario that is likely to undermine the development
Training & UNESCO, 2014). These teachers were, of science-based competencies in students. Lack of
therefore, expected to effectively implement the teachers of science compels schools to engage the
curriculum in the schools. As noted by Onyekuru services of unqualified teachers, which this leads to
and Ibegbunam (2013), teachers’ qualifications lower-attaining students and reduced recruitment to
have significant influence on teaching effectiveness higher education (Kubilay & Ozden, 2012).
of the teachers.
Training of Teachers in Recommended
Teaching Experience Assessment Methods
The study also assessed the teaching experiences of This study sought to find out whether teachers were
teachers, as this was considered critical in trained in the CBC recommended assessment
influencing curriculum implementation in schools. methods. The recommended assessment methods
It is observable in Table 1 that close to two thirds included portfolios, rating scales and rubrics,
(61.3%) of the teachers had more than five years’ checklists, oral examinations, projects, practical
teaching experience at secondary school level. It is tasks, essays and reports, and analysis of texts. The
also notable that the vast majority (95.5%) had findings are presented in Table 2.
taught for more than three years which were

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Table 2: Training of teachers in assessment methods recommended in CBC

Assessment methods Trained Not trained

n % n %
Portfolio 40 39.6 61 60.4
Rating scale and rubric 23 22.8 78 77.2
Checklist 32 33.0 65 67.0
Oral examination 59 58.4 42 41.6
Project 49 49.0 51 51.0
Practical task 42 42.4 57 57.6
Essays and reports 51 50.0 51 50.0
Analysis of texts 45 45.5 54 54.5

The findings in Table 2 show that a sizeable share progress of their learning, in addition to providing
of teachers received training in the use of oral the feedback to parents and the other teachers.
examinations and essay and reports in assessing
learning as reported by 58.4% and 50.0% of the Equally worth noting is the close to two thirds
teachers respectively. Training of teachers in use of (60.4%) of the teachers who reported not to use
oral examinations enables teachers to authentically portfolio assessment methods. Yet the method is
assess knowledge and skills acquisition in aspects lauded for its potential to make students to take
such as expression in learning, pronunciation, and responsibility for their own learning, and yield
oral communication. Benefits of oral examinations detailed information about students’ development in
abound. For instance, findings by Rawls et al. the learning process (Birgin & Baki, 2007). This is
(2015) show that students who took the oral exam because, by assessing the students’ work, teachers
scored an average of 4.5 points higher than their are likely to make informed decision on how best to
control group counterparts. Further, oral guide the students according the skills and
examinations enhance the development of oral potentials possessed by the latter.
communication skills, greater authenticity, and are
more inclusive for students with learning disabilities Close to a half (49.0%) of the teachers reported to
(Huxham et al., 2012). use project method in assessing student learning.
Previous studies reveal a relationship between
On the other hand, the essay and report method are project-based learning and learning outcomes. For
relevant in assessing the students’ skills in instance, Nurbavliyev et al. (2021) established that
organizing and communicating their ideas through students learned more, experienced an increase in
writing. The method enables students to learning motivations, and adopted more positive
demonstrate their understanding of concepts by attitudes towards learning under the project-based
writing in a systematic and logical way thereby learning compared to traditional learning methods.
enhancing their communication and presentation Therefore, learners taught by teachers who are not
skills. As Scouller (1998) opines, students are more trained in the use of project method of assessment
likely to employ deep learning approaches when are likely to miss out on the said benefits.
preparing their assignment essays.
Significant to note also, is the sizable proportion of
Of concern is the substantial share of teachers teachers (57.6%) reporting to have no training in the
reporting that they were not trained in the use of practical task method of assessment. Lack of skills
rating scales and rubrics and checklists at 77.2% and on practical tasks assessment is likely to negatively
67.0% respectively. The low use of these methods impact student acquisition of skills and overall
of assessment is likely impact negatively on student learning. A study by Vidija (2015) revealed that
learning outcomes. For instance, Wortham (2008) student learning through the practical skills
holds that checklists enable teachers to know the pedagogy that integrates observation,
development of the learners and measure the experimenting, drawing, and measurement had

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superior mean scores in Biology than their of CBC. The findings are in consonance with those
counterparts. of Makunja (2016) who found that lack of in-service
training was one of challenges facing the
The sizable share (54.5%) of teachers reporting to implementation of CBC in public secondary schools
have been trained in how to assess using analysis of in Morogoro and consequently limited the
texts methods, which is critical in the development application of competence-based approaches in
of critical thinking skills among students. Students teaching. The findings also reverberate those of
who develop critical thinking skills often practice Kangalawe (2019) that the competency of teachers
those skills well into latter life as they are likely to in assessing practical skills in CBC were low since
expand the perspectives from which they view the they had not received an in-service training since its
world and increase their ability to navigate the implementation in 2005.
important decisions in learning and in life
(Murawski, 2014). Utilization of Recommended Assessment
Methods in Implementing CBC
The foregoing findings imply that, except for oral
examinations, essays, and reports, more than a half Teachers were asked to indicate the frequency of
of the teachers lacked training in three quarters of using the recommended assessment methods in
recommended assessment methods in CBC. They CBC implementation. The findings are shown in
were thus not prepared for effective implementation Table 3.

Table 3: Frequency of use of recommended assessment methods by teachers

Frequency of use
Assessment methods Daily Sometime Rarely Not applicable
n % n % n % n %
Portfolio 5 5.0 25 25.0 25 25.0 45 45.0
Rating scale and rubric 8 8.1 26 26.3 15 15.2 50 50.5
Checklist 16 16.2 39 38.4 8 8.1 36 36.4
Oral examination 46 45.1 29 28.4 12 11.8 15 14.7
Project 9 8.8 36 35.5 31 30.4 26 25.5
Practical task 21 20.6 42 41.2 15 14.7 24 23.5
Essay 27 27.0 41 41.0 14 14.0 18 18.0
Analysis of texts 30 30.6 26 26.5 19 19.4 23 23.5
Written test 41 41.0 34 34.0 9 9.0 16 16.0

Table 3 shows that the most frequently used The methods that were never used by a majority of
assessment methods (used daily) were: oral the teachers included portfolio, rating scale and
examination (45.1%), written tests (41%), analysis rubric, checklists, projects, and practical task as
of texts (30.6%), essays (27%) as reported by reported by 45.0%, 50.5%, 36.4%, 25.5% and
45.1%, 41.0%, 30.6% and 27.0% of the teachers 23.5% of teachers respectively. This finding is in
respectively. The findings bear resemblance with consonance with those of the study on the
those of Kangalawe (2019) which established that relationship between examination practice and
the most frequently used assessment methods were curriculum objectives in Tanzania which
oral examinations, class exercises, homework, and established that portfolios, project work and
quizzes. The oral examination method can practical tasks, and written reports were the least
effectively enable teachers to enhance students’ oral used assessment methods by teachers (Hakielimu,
expressions, pronunciations, and articulation of 2012). The study’s findings also support those of
words in verbal communication. The regular Sewagegn (2019) in Ethiopian who found that
application of analysis of texts method is required to alternative assessment methods such as portfolio
build students’ ability in critical analysis of and project work were not commonly used by
information. teachers in the studied secondary schools.

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The findings imply that the variation of assessment continuously monitor utilization of the different
methods in secondary schools is minimal yet the use recommended assessment methods for effective
of different methods of assessment makes the assessment of learning outcomes in secondary
practice relevant and authentic for assessing the schools.
acquisition of various skills and competencies that
learners are supposed to acquire. Moreover, through ACKNOWLEDGEMENTS
varied assessment techniques, teachers can identify
areas where skills are not well developed hence First, special thanks go to the Tanzanian National
provide learners with more learning experiences for Commission for Science and Technology, for
skills development. As Paulo (2014) observed, the authorizing this study. Second, the administrative
low adoption of the recommended assessment support from the Regional Education Officer-
methods in the implementation of the CBC in Arusha, the Meru Council District Executive
secondary schools in Tanzania is still prevalent. Director and the District Secondary Education
This is a pointer to the teachers’ conservative Officer is worth mentioning. Third, special
culture of sticking with the traditional assessment appreciation goes to the teachers who took part in
methods, a practice that is likely to impede the this study.
effective implementation of CBC in secondary DECLARATION OF INTEREST
schools in Tanzania. STATEMENT
CONCLUSION The authors of this paper have no conflict of interest
This study sought to find out extent to which to declare.
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