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Marking and giving Feedback on Pupils’ Class Assignments in Tanzanian Primary Schools: Implications for Pupils’ Lea

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dc.creator Komba, Aneth Anselmo
dc.creator Komba, Aneth Anselmo
dc.date 2016-02-19T11:14:10Z
dc.date 2016-02-19T11:14:10Z
dc.date 2015-12
dc.date.accessioned 2018-04-18T11:49:48Z
dc.date.available 2018-04-18T11:49:48Z
dc.identifier Journal of Education and Literature Vol. 3, No. 4, 2015, 159-168
dc.identifier 2313-318
dc.identifier 2313-318
dc.identifier http://hdl.handle.net/123456789/464
dc.identifier.uri http://hdl.handle.net/123456789/10188
dc.description available online at: http://www.rassweb.com/wp-content/uploads/PDF/JEL/Vol-3/Issue-4/Paper%204.pdf
dc.description This study examines how teachers mark and comment on pupils’ classwork in Tanzanian rural primary schools. It: examines the primary school teacher certificate and diploma curriculum to identify how these equip student teachers with the skills required to mark and comment on pupils’ classroom exercises competently; explores how teachers mark pupils’ class work; examines comments/feedback provided on pupils’ class work; and determines the implications of teachers’ feedback for pupil learning. The approach employed was a qualitative visual methodology using a basic/generic qualitative design. Camera, interview and document review were used as the major data collection tools. A sample of 20 pupils, 200 classroom exercises on various subjects in 20 primary schools, two academic masters and two tutors from two public teachers’ colleges informed the study. Observation data collected through camera were analysed using visual content analysis while those collected through interviews and documents were analyzed using thematic and content analysis respectively. The findings indicate that the student teachers had not received any training while at teacher training college on how to mark and comment on pupils’ work and so, once employed, they performed this important activity largely by relying on their past experience as pupils. Other findings indicate good and poor practices related to marking and providing feedback. The poor practices include the teachers’ tendency to tick incorrect answers, offer positive comments on poor quality work, provide negative, abusive, unclear and written comments to pupils who were unable to read, provide comments in English which remained unclear to the pupils. The poor practices provide inaccurate information regarding pupil progress, discourage pupils from learning and attending school, and create a threatening classroom environment. This study recommends the inclusion of module on marking and commenting on pupils’ work during teacher training.
dc.language en
dc.publisher Research Academy of Social Sciences
dc.relation ol. 3, No. 4, 2015, 159-168;
dc.relation Vol. 3, No. 4, 2015, 159-168;
dc.subject feedbacks, Marking, pupils’ learning, Tanzania, written class assignments.
dc.subject feedbacks, Marking, pupils’ learning, Tanzania, written class assignments.
dc.title Marking and giving Feedback on Pupils’ Class Assignments in Tanzanian Primary Schools: Implications for Pupils’ Lea
dc.type Journal Article, Peer Reviewed


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