Approaches to classroom assessment among primary school teachers in Tanzania: A latent class analysis.

Abstract

This study examined the assessment approaches of primary school teachers in a middle-income setting characterized by limited resources, large class sizes, and traditional methods. The Approaches to Classroom Assessment Inventory (ACAI) was used to collect data from 1,815 teachers. The results revealed four distinct assessment profiles: eager assessors, teacher-centric assessors, contemporary assessors, and hesitant assessors. Teachers highly supported approaches to classroom assessment, particularly in design, communication, and measurement theory. However, variations existed across profiles. Multinomial logistic regression revealed that age, employment status, and teaching experience were significant predictors of class membership. This study provides a large-scale latent class analysis of assessment literacy in Tanzania, adding to existing international research on different types of assessors. The results suggest that initial teacher education and targeted professional development should strengthen assessment literacy and formative assessment practices to meet teachers’ specific needs and should be embedded in daily teaching practices.