東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Educational assessment in Tanzania =...

Kahembe, Joyce.

FindBook

Google Book

Amazon

博客來

Educational assessment in Tanzania = a sociocultural perspective /

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Educational assessment in Tanzania/ by Joyce Kahembe, Liz Jackson.
其他題名:	a sociocultural perspective /
作者:	Kahembe, Joyce.
其他作者:	Jackson, Liz.
出版者:	Singapore :Springer Singapore : : 2020.,
面頁冊數:	ix, 95 p. :ill., digital ;24 cm.
內容註:	1. Introduction -- 2. Assessment in Education in Tanzania -- 3. The Importance of Conceptions -- 4. Assessment Conceptions and Practices -- 5. Conclusion.
Contained By:	Springer Nature eBook
標題:	Educational evaluation - Tanzania. -
電子資源:	https://doi.org/10.1007/978-981-15-9992-7
ISBN:	9789811599927

Educational assessment in Tanzania = a sociocultural perspective /
Kahembe, Joyce.

Educational assessment in Tanzaniaa sociocultural perspective /[electronic resource] :by Joyce Kahembe, Liz Jackson. - Singapore :Springer Singapore :2020. - ix, 95 p. :ill., digital ;24 cm. - SpringerBriefs in education,2211-1921. - SpringerBriefs in education..

1. Introduction -- 2. Assessment in Education in Tanzania -- 3. The Importance of Conceptions -- 4. Assessment Conceptions and Practices -- 5. Conclusion.

This book examines teachers' conceptions and practices of assessment in Tanzania. Adopting a sociocultural perspective, it reveals how Tanzanian teachers understand the role of assessment in relation to their classroom practices, community and other factors. The book determines that although teachers in Tanzania generally consider assessment to be useful for evaluating and monitoring learning, improving student performance and for accountability, their assessment practices are rarely seen as directly supporting student learning; it is not that teachers do not know how to implement the mandated assessment reforms. Instead, they are reluctant to adopt and embrace the reforms because they consider them to be contradictory to their teaching roles, and overly burdensome, if not implausible, given the physical, economic and cultural contexts of teaching and learning. This book argues that improving traditional assessments, rather than radically transforming them, can be more effective for cultivating practices that suit the physical, political, economic and cultural contexts of Tanzanian schools. Highlighting the significance of sociocultural factors in educators' professional practices, while also illustrating the major challenges in implementing global reform agendas in diverse contexts, it is a valuable resource for educators and scholars interested in development and educational reform in African contexts.

ISBN: 9789811599927

Standard No.: 10.1007/978-981-15-9992-7doiSubjects--Topical Terms:

3527784
Educational evaluation
--Tanzania.

LC Class. No.: LB2822.75 / .K34 2020

Dewey Class. No.: 379.15809678

Educational assessment in Tanzania = a sociocultural perspective /
LDR:02636nmm a2200337 a 4500 001 2257006
003 DE-He213
005 20210303134347.0
006 m d
007 cr nn 008maaau
008 220420s2020 si s 0 eng d
020 $a 9789811599927 $q (electronic bk.)
020 $a 9789811599910 $q (paper)
024 7 $a 10.1007/978-981-15-9992-7 $2 doi
035 $a 978-981-15-9992-7
040 $a GP $c GP
041 0 $a eng
050 4 $a LB2822.75 $b .K34 2020
072 7 $a JN $2 bicssc
072 7 $a EDU000000 $2 bisacsh
072 7 $a JN $2 thema
082 0 4 $a 379.15809678 $2 23
090 $a LB2822.75 $b .K12 2020
100 1 $a Kahembe, Joyce. $3 3527782
245 1 0 $a Educational assessment in Tanzania $h [electronic resource] : $b a sociocultural perspective / $c by Joyce Kahembe, Liz Jackson.
260 $a Singapore : $b Springer Singapore : $b Imprint: Springer, $c 2020.
300 $a ix, 95 p. : $b ill., digital ; $c 24 cm.
490 1 $a SpringerBriefs in education, $x 2211-1921
505 0 $a 1. Introduction -- 2. Assessment in Education in Tanzania -- 3. The Importance of Conceptions -- 4. Assessment Conceptions and Practices -- 5. Conclusion.
520 $a This book examines teachers' conceptions and practices of assessment in Tanzania. Adopting a sociocultural perspective, it reveals how Tanzanian teachers understand the role of assessment in relation to their classroom practices, community and other factors. The book determines that although teachers in Tanzania generally consider assessment to be useful for evaluating and monitoring learning, improving student performance and for accountability, their assessment practices are rarely seen as directly supporting student learning; it is not that teachers do not know how to implement the mandated assessment reforms. Instead, they are reluctant to adopt and embrace the reforms because they consider them to be contradictory to their teaching roles, and overly burdensome, if not implausible, given the physical, economic and cultural contexts of teaching and learning. This book argues that improving traditional assessments, rather than radically transforming them, can be more effective for cultivating practices that suit the physical, political, economic and cultural contexts of Tanzanian schools. Highlighting the significance of sociocultural factors in educators' professional practices, while also illustrating the major challenges in implementing global reform agendas in diverse contexts, it is a valuable resource for educators and scholars interested in development and educational reform in African contexts.
650 0 $a Educational evaluation $z Tanzania. $3 3527784
650 1 4 $a Education, general. $3 2162157
650 2 4 $a International and Comparative Education. $3 1001896
700 1 $a Jackson, Liz. $3 3527783
710 2 $a SpringerLink (Online service) $3 836513
773 0 $t Springer Nature eBook
830 0 $a SpringerBriefs in education. $3 1567955
856 4 0 $u https://doi.org/10.1007/978-981-15-9992-7
950 $a Education (SpringerNature-41171)