Original article | Turkish Journal of Teacher Education 2020, Vol. 9(2) 120-133
Septimi Kitta, Morwo Likinjie
pp. 120 - 133 | Manu. Number: MANU-2005-27-0002.R1
Published online: December 31, 2020 | Number of Views: 69 | Number of Download: 389
Abstract
Assessment in the context of competency based education has emerged as an area of research interests with debates extending into mathematics education. As other parts of the world, Tanzania, reviewed its curricula at different levels of education between 2004 and 2008. The purpose of the review was to shift the paradigm of teaching and learning from content-based to competency-based. After reviewing the new curriculum, efforts were made by the Government, specifically the Ministry responsible for education, to orient teachers and other education officials on how to implement it. Assessment as one of the important components in teaching and learning process was not given due weight. Paper-and-pencil tests continued to dominate assessment procedures. This paper brings to light what are perceived to be relevant techniques for assessing mathematics in the context of the competency-based curriculum. Before this, the paper outlines the purpose of teaching and learning of mathematics, competency based education as opposed to the content based education, and classifications of assessments regarding mathematics. The paper concludes that the outlined assessment techniques are just a sample of the possible assessments strategies that can be used. Furthermore, no single assessment technique is adequate by itself in assessing all mathematical competencies.
Keywords: Assessment; Paradigm Shift; Competency; Content-Based Curriculum; Assessment Techniques
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