Authors: James Zacharia Kapaya (University of Dar es Salaam, Tanzania) and Erasmus Akiley Msuya (University of Dar es Salaam, Tanzania) Abstract: This study examined the representation of language skills in Secondary school English language examinations in Tanzania. The study employed the descriptive case study design. The study used five English examinations from 2017 to 2021, […]
Authors: Richard Acheampong (Berekum College of Education, Ghana), Prof. Yaw Ameyaw, PhD(University of Education, Winneba, Ghana), and Charles Koomson, PhD (University of Education, Winneba, Ghana) Abstract: The study took place in the Sunyani municipality, the capital of the Bono region of Ghana. The purpose of the study was to investigate public and private junior high
Authors: Samuel Nortey (Kwame Nkrumah University of Sc. and Technology), Robert Amoanyi (Kwame Nkrumah University of Sc. and Technology), Emmanuel Eyram Donkor (Kwame Nkrumah University of Sc. and Technology) and Baraka Manjale Ngussa, PhD (University of Arusha) Abstract: This study assessed the performance of ceramic students with different backgrounds at Kwame Nkrumah University of Science
Author: Michael Olela (University of Eastern Africa), Prof. Daniel Allida, PhD (Northern Caribbean University, Jamaica) and Prof. Elizabeth M. Role, PhD (Professor and Research Consultant, USA) Abstract: This study investigated the perceptions on summative evaluation and its influences on the teachers’ classroom practices among secondary schools in Rarieda Sub-county in Kenya. The study was guided
Authors: Deborah Manyiraho (Busitema University, Uganda), Dennis Zami Atibuni, PhD (University of Johannesburg, Auckland Park Kingsway, South Africa) and David Kani Olema, PhD (Busitema University, Uganda) Abstract: This study sought to establish the effect of knowledge of the Classical Test Theory (CTT) and Item Response Theory (IRT) and school assessment environment on assessment practice among