THE CONTRIBUTION OF CLASSROOM ASSESSMENT PRACTICES ON ENHNANCING STUDENTS’ ACADEMIC PERFORMANCE IN MUFINDI DISTRICT, TANZANIA JOHN S. LUPENZA A DISSERTATION SUBMITTED IN PARTIAL FULFILMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF EDUCATION IN ADMINISTRATION, PLANNING AND POLICY STUDIES (MED-APPS) DEPARTMENT OF EDUCATIONAL PLANNING AND ADMINISTRATION OF THE OPEN UNIVERSITY OF TANZANIA 2020 ii CERTIFICATION The undersigned certifies that he has read and hereby recommends for acceptance by the Open University of Tanzania a research titled; “The Contribution of Classroom Assessment Practices on Enhancing Students’ Academic Performance in Mufindi District, Tanzania” in partial fulfillment of the requirements for the degree of Master of Education, Administration, Planning and Policy Studies (MED APPS) of the Open University of Tanzania. ……………………………………… Dr. Coletha Ngirwa (Supervisor) ……………………………….. Date iii COPYRIGHT No part of this Dissertation may be reproduced, stored in any retrieval system, or transmitted in any form by any means, electronic, mechanical, photocopying, recording or otherwise without prior written permission of the author or The Open University of Tanzania in that behalf. iv DECLARATION I, John Said Lupenza do hereby declare that this dissertation is my own original work and has not been submitted for a degree award in any university. …………………………………. Signature ………………………….. Date v DEDICATION This dissertation is dedicated to my entire family and all who strived to ensure the study is successfully completed. vi ACKNOWLEDGEMENT This dissertation has been the product of many efforts from different individuals. Although it is not easy to mention them all, I wish to express my sincere gratitude to a few. First, and foremost, I wish to register my particular gratitude to the Almighty God my sustainer and protection to enable me accomplish this research report. To Him be all the glory and honour. My sincere thanks are directed to the Open University of Tanzania for being registered to pursue a Master degree. The opportunity has significantly enabled me to acquire knowledge and skills potential for serving my people in my homeland. I deeply owe a special word of thanks to my supervisor Dr. Coletha Ngirwa for her tirelessly support, devotion of her time and enthusiasm to read my work throughout. Even in a very time when she was mostly needed as a caring mother, she read my manuscript without reservation. Her sharp, trained eye and constructive comments invaluably enabled this work to be in a present form. I wish to thank all my respondents in Mufindi District namely; town council education officer Mr. Vosta Mgina, all the head of schools and teachers in JJ Mungai, Changarawe, Kawawa, Kinyanambo and Luganga secondary schools. Their cooperation and consent to participate in this study enabled me to collect relevant data for this report. I also wish to extend my sincere gratitude to course instructors in the department of administration, planning and policy studies for their commitment and support through hot discussions during face to face that stimulated my academic endeavors. My fellow students in MED APPs programme you deserve the best for your cooperation you rendered to me during my study journey. vii ABSTRACT This study investigated the contribution of classroom assessment practices on enhancing students’ academic performance in Mufindi District-Iringa region. It held three specific objectives namely to: determine the contribution of classroom assessment on students’ academic performance, ascertain perceptions on assessment tools used during classroom assessment and to examine challenges in the assessment and feedback procedures based on classroom assessment in secondary schools in Mufindi District. The study used mixed research approach and case study research design. The data were collected using questionnaires, interviews and documentary reviews. The study collected data from 100 students, 40 class teachers, 5 head of schools, 5 academic master/mistress and 10 parents. Findings revealed that provision of classroom assessments enhances students’ performance in final examination. It was also noticed that appropriate usage and preparation of assessment tools trigger student’s self-discovery, self-awareness and build self-esteem. Further, the study revealed that teachers have little skills of Information and communication technology (ICT) needed in lesson planning and preparatio