Author: Chesko Simon Tweve (Catholic University of Mbeya, Tanzania)
Abstract: This study investigated the role of continuous assessments on secondary school students’ academic performance in Mbeya, Tanzania, using the cross-sectional design. Data was collected through semi-structured interviews, a questionnaire and Focus Group Discussions from 90 students, 12 teachers and three Ward Education Officers. The findings show that continuous assessments enable students to discover their weaknesses and strengths, enhance their reasoning capacity, helps them to perform better in their examinations and motivate them to spend adequate time studying. The study recommends that teachers should incorporate diverse and frequent assessments to determine students’ progress. This will promote students’ effective studying at school and at home environments and improve their academic performance. Teachers should provide timely and specific feedback before the next assessment or examination. Finally, Learners should get engaged in the assessment process, which is an effective way of improving their academic performance.