Quality of Joint Examinations towards Preparing Students for Standard Seven Examinations in Tanzania

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Abstract The major role of formative assessment is to give continuous feedback to teachers and learners on learning success for the purpose of improvement. This study was conducted to assess the quality of joint examinations administered in public primary schools for preparing students for standard seven examinations in Tanzania. Specifically, the study determined the extent to which joint examinations cover the contents in the syllabi, investigated whether such examinations are prepared by skilled teachers and investigated how joint examinations influence students’ preparations. Cross sectional design was adopted where standard seven teachers from primary schools in Moshi district were targeted. The study sample consisted of 50 teachers who were selected from 10 public primary schools in Moshi district. Questionnaires and interview schedules were used as tools for data collection and the collected data were analysed using descriptive and thematic analysis. The study found out that joint examinations have good coverage of the syllabi but their preparation does not involve experts in the field of educational assessment. Teachers believed that joint examinations increased students’ learning time thus making them better prepared for the final examinations. It was concluded that despite the observed limitations, if well prepared and managed, joint examinations can greatly enhance students’ performance in the primary education leaving examination. Therefore, the study recommends for all the bodies involved in the process of preparing, administering and evaluating joint examinations to take the process seriously.

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