Educational Assessment Practices in Tanzania: A Critical Reflection

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dc.creatorZembazemba, Robert D.
dc.date2019-04-17T05:52:56Z
dc.date2019-04-17T05:52:56Z
dc.date2017-05
dc.date.accessioned2022-10-20T08:35:13Z
dc.date.available2022-10-20T08:35:13Z
dc.descriptionThis paper critically examines Tanzania's current educational assessment system. Using critical reflection, the author argues that the current educational assessment model deprives students and their parents the rights they deserve in the practices affecting the final examination results. The purpose of this paper is to stimulate discussions along democratization of educational assessment in Tanzania. Inspired by Tanzania's participation in the Open Government Partnership (OGP) global initiative, this paper recommends a Full Democratic Assessment System (FDAS) which considers total openness to stakeholders as a key component of good educational governance from preschool education to tertiary/higher education in order to build a lasting democratic culture for current and future citizens.
dc.formatapplication/pdf
dc.identifierRobert D. Zembazemba (2017), Paper Title: Educational Assessment Practices in Tanzania: A Critical Reflection. Business Education Journal (BEJ),
dc.identifierhttp://dspace.cbe.ac.tz:8080/xmlui/handle/123456789/158
dc.identifier.urihttp://hdl.handle.net/123456789/79503
dc.languageen
dc.publisherCollege of Business Education
dc.relationVolume 1;Issue No: 2
dc.subjectDemocracy, Educational assessment, Transparency
dc.subjectDemocracy
dc.subjectEducational assessment
dc.subjectTransparency
dc.titleEducational Assessment Practices in Tanzania: A Critical Reflection
dc.typeArticle

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