Use of Assessment for Learning Strategies in Tanzanian History and Moral Education Classes, in Tanzania Secondary Schools

Abstract

Assessment for learning has increasingly been recognized as one of the integral and effective pedagogical approaches for achieving competence-based curriculum (CBC). This study examined teachers’ use of Assessment for learning strategies in teaching Historia ya Tanzania na Maadili - HTM (Tanzanian History and Moral Education), a compulsory subject taught using Kiswahili as medium of instruction in Tanzanian secondary schools. A qualitative case study design was employed, involving HTM teachers, school academic teachers and Form Three students selected conveniently from secondary schools in Kinondoni Municipality. Data were collected through semi-structured interviews, classroom observations and document analysis, and were analyzed thematically. The findings have disclosed that assessment activities that employed in classroom HTM teaching and learning are very limited as far as assessment for learning is concerned. The teachers inadequately employ oral questioning when teaching HTM in their classrooms. This means that assessment activities employed in the classroom HTM teaching and learning remain limited as far as assessment for learning is concerned and therefore not in line with CBC. It is recommended that strengthen teacher professional development programmes and support school-based initiatives to promote effective use of assessment for learning strategies.

Keywords: Assessment, assessment for learning, HTM teachers

DOI: 10.7176/JEP/17-9-03

Publication date: September 30th 2026