Integrating assessment for learning into the teaching and learning of secondary school biology in Tanzania.

Autor/in	Tarmo, Albert
Titel	Integrating assessment for learning into the teaching and learning of secondary school biology in Tanzania. Paralleltitel: Vkljucevanje ocenjevanja za ucenje v poucevanje in ucenje pri pouku biologije v Tanzaniji.
Quelle	In: CEPS journal, 12 (2022) 2, S. 239-265Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2); PDF als Volltext kostenfreie Datei (3) Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	2232-2647
DOI	10.25656/01:25243 10.26529/cepsj.958
URN	urn:nbn:de:0111-pedocs-252430
Schlagwörter	Quasi-Experiment; Testkonstruktion; Vergleich; Test; Sekundarbereich; Lehrer; Leistungsbeurteilung; Lernerfolg; Schülerleistung; Feedback; Lernen; Lehren; Curriculum; Biologieunterricht; Portfolio; Wirkung; Tansania
Abstract	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.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2023/1