Classroom Implementation of Peer and Self-Assessment for Effective Teaching and Learning Mathematics in Secondary Schools in Tanzania

Abstract

The study investigated the implementation of self-assessment and peer assessment in learning and teaching mathematics in secondary schools in Tanzania. The mixed methods study approach was used where twelve schools in Arusha and Kinondoni Municipals participated in the study. The participants were teachers teaching mathematics in secondary schools. Both public and private schools were involved. Data were collected using questionnaires and classroom observation schedule. Quantitative data from classroom observation were analysed statistically using the Mann-Whitney U test and Kruskal-Wallis H test. The study found that teacher's demographic characteristics such as gender, teaching experiences, employer type, and professional qualifications affect partially the effective utilization of peer and self-assessment in mathematics classes. It was also revealed that while workload affects partially the implementation of self-and peer assessment practices, class size significantly affects utilization of peer assessment among mathematics students in secondary schools in Tanzania. The study recommends training for mathematics teachers focused on the utilization of aspects of formative assessment.