A study of the assessment practices in teacher education programmes in Tanzania /

This study examined the frequency of use of the assessment practice using Assessment Practices Inventory for Teacher Education (APITE). The Rasch model and one-way MANOVA were performed to analyse the data collected through the survey. The samples were 205 lecturers who teach at teacher education pr...

Full description

Saved in:
Bibliographic Details
Main Author: Abdul Aziz Mukki, Rashid
Format: Thesis
Language:English
Published: Kuala Lumpur: Institute of Education, International Islamic University Malaysia, 2013
Subjects:
Online Access:http://studentrepo.iium.edu.my/handle/123456789/4236
Tags: Add Tag
No Tags, Be the first to tag this record!
LEADER 027060000a22002770004500
008 130508t2013 tz a g m 000 0 eng d
040 |a UIAM  |b eng 
041 |a eng 
043 |a a-tz--- 
050 0 0 |a LB2822.75 
100 1 |a Abdul Aziz Mukki, Rashid 
245 1 2 |a A study of the assessment practices in teacher education programmes in Tanzania /  |c by Rashid Abdul Aziz Mukki 
260 |a Kuala Lumpur:   |b Institute of Education, International Islamic University Malaysia,  |c 2013 
300 |a xiv, 205 leaves :  |b ill. ;  |c 30cm. 
502 |a Thesis (Ph.D)--International Islamic University Malaysia, 2013. 
504 |a Includes bibliographical references (leaves 168-188). 
520 |a This study examined the frequency of use of the assessment practice using Assessment Practices Inventory for Teacher Education (APITE). The Rasch model and one-way MANOVA were performed to analyse the data collected through the survey. The samples were 205 lecturers who teach at teacher education programs from six universities in Tanzania. The APITE psychometric properties support the reliability and validity of the instrument to investigate assessment practices in teacher education programmes. The results revealed that performance-based assessment is the most difficult dimension while communicating assessment results to students is the least difficult. The study has found that lecturers scarcely use case studies, action research and peer assessment when assessing pre-service teachers. Multivariate results reveal that lecturers who teach education courses use more varied forms of assessment practices than those who teach science subjects and social and humanity studies. There are also significant differences between lecturers who had taken and those who had not taken an assessment course; those who had taken an assessment course significantly use assessment practices effectively than those who had not. The findings are discussed in light of the need to create awareness and training in assessment amongst academicians in teacher education programmes. 
596 |a 1 
655 7 |a Theses, IIUM local 
690 |a Dissertations, Academic  |x Institute of Education  |z IIUM 
710 2 |a International Islamic University Malaysia.  |b Institute of Education 
856 4 |u http://studentrepo.iium.edu.my/handle/123456789/4236 
900 |a hab-zaj-zhmn-rmb 
999 |c 438242  |d 470396 
952 |0 0  |6 T LB 002822.75 A136S 2013  |7 0  |8 THESES  |9 758912  |a IIUM  |b IIUM  |c MULTIMEDIA  |g 0.00  |o t LB 2822.75 A136S 2013  |p 00011285385  |r 2017-10-19  |t 1  |v 0.00  |y THESIS 
952 |0 0  |6 TS CDF LB 2822.75 A136S 2013  |7 0  |8 THESES  |9 850805  |a IIUM  |b IIUM  |c MULTIMEDIA  |g 0.00  |o ts cdf LB 2822.75 A136S 2013  |p 00011285386  |r 2017-10-27  |t 1  |v 0.00  |y THESISDIG