PhD Viva Voce

Qualifications Attained:

Mr. Emily is a PhD candidate by Coursework and Dissertation in the Department of Educational Psychology and Curriculum Studies (EPCS), School of Education at the University of Dar es Salaam (UDSM). In 2015, he obtained a Master of education degree from the University of Dar es Salaam. In 2011, he attained a Bachelor of Arts with Education from the University of Dodoma (UDOM). Mr. Emily also has a Diploma in Education from Kasulu Teachers’ College which he obtained in 2007. Currently, he is an Assistant Lecturer at the Department of Educational Psychology and Curriculum studies, at Mwalimu Nyerere Memorial Academy (MNMA). He teaches Curriculum, Measurement and Evaluation as well as Geography Facilitation Methods. His research Interest is on Educational Assessments, Teaching and Learning, Curriculum Development and Implementation as well as Comparative Education.

Abstract:

This study aimed at exploring experiences of secondary school teachers in using the revised Bloom’s taxonomy in formative assessment – the case of Geography teachers in Dar es Salaam, Tanzania. The study had four objectives: to explore Geography teachers’ views on using revised Bloom’s taxonomy (RBT) to inform formative assessment; to assess Geography teachers use of RBT in planning for teaching and formative assessment activities; to explore methods of using RBT in setting formative assessment items; to explore challenges encountered by Geography teachers upon using RBT as a framework of devising formative assessment. The study relied on phenomenological research design and Cognitive Learning Theory. Also, the study employed qualitative approach in collecting data from ten secondary schools. The study involved 33 Geography teachers. The data were collected by using interview, classroom observation and documentary analysis and were analysed thematically. The findings indicated that Geography teachers had views that RBT guides them in organising lessons at different levels of learning difficulty; and assessing learning progress. They further had the view that using RBT is possible for implementing a less content laden syllabus. Also, sharing knowledge among teachers through in-service training developed appropriate use of RBT. Additionally, the findings indicated that the levels of learning difficulty measured by the items used by teachers are not known to some of the teachers. For that reason, its contribution to assessing learning progress is doubtful. Furthermore, the findings indicated that Geography teachers encounter challenges on using RBT to inform formative assessment. These are limited knowledge on using the revised Bloom’ taxonomy, limited knowledge on the requirement of the stem verb of the assessment items, insufficient time to cover the Geography syllabus, and heavy teaching loads. The study concluded that Geography teachers encounter situational issues mostly arising from their teaching and learning environments that influence their experience of using RBT to inform formative assessment. The study recommends strengthening of pre-service and in-service teacher training so as to build teachers’ ability in using RBT to inform formative assessment; and using school resource centres to share knowledge among teachers on using RBT and beyond.