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approachestoclassroomassessmentamongprimaryschoolteachersintanzania
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Approaches to classroom assessment among primary school teachers in Tanzania: A latent class analysis

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  • Shafii, Rajabu Abdalah ORCID Department of Educational Psychology and Curriculum Studies, Faculty of Education, Dar es Salaam University College of Education, University of Dar es Salaam,Tanzania. Department of Education Sciences, Faculty of Education, University of Fribourg, Switzerland
  • Said, Amina Rashid Department of Education Sciences, Faculty of Education, University of Fribourg, Switzerland
  • Berger, Jean-Louis ORCID Department of Education Sciences, Faculty of Education, University of Fribourg, Switzerland
  • 2026
Submitted to:
  • Papers in Education and Development. - University of Dar es Salaam. - 2026, p. 1-42
Assessment literacy
Classroom assessment
Formative assessment
Student agency
English This study examined the assessment approaches of primary school teachers in a middle-income setting characterized by limited resources, large class sizes, and traditional methods. The Approaches to Classroom Assessment Inventory (ACAI) was used to collect data from 1,815 teachers. The results revealed four distinct assessment profiles: eager assessors, teacher-centric assessors, contemporary assessors, and hesitant assessors. Teachers highly supported approaches to classroom assessment, particularly in design, communication, and measurement theory. However, variations existed across profiles. Multinomial logistic regression revealed that age, employment status, and teaching experience were significant predictors of class membership. This study provides a large-scale latent class analysis of assessment literacy in Tanzania, adding to existing international research on different types of assessors. The results suggest that initial teacher education and targeted professional development should strengthen assessment literacy and formative assessment practices to meet teachers’ specific needs and should be embedded in daily teaching practices.
Faculty
Faculté des sciences de l'éducation et de la formation
Department
Département des sciences de l’éducation
Language
  • English
Classification
Education, teaching
License
License undefined
Open access status
green
Identifiers
  • ISSN 0856-4027
Persistent URL
https://folia.unifr.ch/unifr/documents/335648
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