The Contribution of Classroom Assessment Techniques in Developing Problem-Solving Skills in Non-Formal Secondary Education in Tanzania
DOI:
https://doi.org/10.16926/p.2022.31.04Keywords:
problem solving,, non-formal secondary education, assessmentAbstract
This study aimed to explore the contribution of assessment techniques in developing problem- solving skills among learners in non-formal secondary education in Tanzania. Qualitative approach with phenomenology design was employed in this study. 32 learners and 8 teachers that made 40 participated in this study. The interviews, focused group discussion and observation were methods used to collect data. Purposive sampling was employed to all participants in this study. The study findings revealed that the assessment techniques used by teachers had little contribution in developing problem-solving skills among learners. The study findings revealed that teachers aimed at enabling their learners achieve high marks in their examinations and not focusing on developing problem-solving skills. Another study finding showed that assessment techniques used by teachers were mostly based on cognitive domain rather than on psychomotor and affective domains. The study recommends that teachers should use the assessment techniques with the aim of enabling their learners attaining good grades as well as attainment of problem-solving skills to enable them solve challenges they face in their day- to day life
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