Competence-Based Assessment in Pre-primary School Classrooms: The Case of Pre-primary Schools in Dar es Salaam Region, Tanzania

Abstract

This article is based on the study which sought to examine assessment practices in pre-primary classroom settings. Specifically, the study sought to examine pre-primary school teachers’ knowledge of competence-based assessment strategies and abilities to employ competence-based assessment strategies in improving classroom teaching and learning.  A descriptive case study design was employed in which 15 quality assurance officers, 15 head of schools and 15 pre-primary school teachers from Kinondoni, Ilala and Temeke Municipalities of Dar es Salaam Region were involved. The data were collected through interviews, observations and documentary reviews and the analysis was done using thematic analysis approach. The findings indicated that teachers lacked a clear understanding of competence-based assessment strategies such as natural observations, checklists, oral interviews, peer interviews, cumulative forms, rating scales, projects and portfolios. The findings also revealed that most of the pre-primary school teachers were not able to employ competence-based assessment strategies in improving classroom teaching and learning as they were mostly using traditional ways of assessing children development such as written exercises, tests, and examinations.  Based on these findings, it is recommended that Tanzania Institute of Education (TIE) should conduct regular training on competence-based assessment to enable teachers understand what it entails and how it can be effectively implemented. It is also recommended that Tanzania Institute of Education (TIE) should specify pre-primary school assessment strategies and tools which are reflective of the Tanzanian context so that the pre-primary school teachers do not encounter challenges in employing them. Lastly, it is recommended that teacher training institutions, including universities, should adopt competence-based teaching and learning styles during the preparations of teachers who will then work in pre-schools and colleges.