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This study was about teachers’ use of Formative Assessment (FA) for developing students’ Communicative Competences (CCs) in secondary schools in Tanzania. The study was conducted due to the perceived teachers’ lack of understanding of the use of FA. It determined the teachers’ understanding of FA, students’ CCs assessed by teachers using FA, analysed the teachers’ use FA to enhance CCs, developed the Assessment Guide (AG) and assessed its effectiveness. The study was carried out in six selected secondary schools, and at the University of Dodoma (UDOM) in Dodoma City, Dodoma Region-Tanzania. The study used mixed methods research approach whereby the explanatory sequential design was employed. It had two phases involving 129 participants, including twenty-five (25) teachers during the first phase of the study. The second phase of the study involved five (5) UDOM lecturers, two (2) experienced English language teachers, two (2) Form III ELTs, and ninety-five (95) Form III students. Data collection methods used were questionnaire, documentary review, interview, and non-participant observation. The quantitative data were analysed using descriptive statistics while qualitative data were organised, transcribed, coded, annotated, and finally, thematically analysed. The study revealed these findings. First, the teachers understand FA in terms of Continuous Assessment (CA) intended to measure students’ learning achievement. Furthermore, assessment is perceived as a means of collecting assessment scores that could fulfill the requirements of summative examinations. Second, the CCs are not assessed by teachers using FA. Third, the teachers lack understanding of the use of FA to enhance the students’ CCs. Fourth, the teachers lack appropriate guidelines on how to conduct FA, hence, the AG was developed to guide its conduct. Fifth, the developed AG was assessed to be effective for guiding the conduct of FA in large extent. The study conludes that, since the teachers lack understanding of FA for enhancing students’ CCs, capacity building in terms of provision of AG, and teachers professional development is necessary. The curriculum developers are recommended to review the syllabus, and provide the needed FA guidelines to all ELTs in Tanzania. |
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