B. F. KIWALE
P.O BOX 774
IRINGA
© Kiwale, F. Brasto
2015
ISBN 9976 911 49 1
First printing 2015,
December. 28.
All rights
reserved. No
part of this book may be reproduced, stored in a retrieval system or
transmitted in any form or an means, electronic, mechanical, photocopying,
recording or otherwise, without the prior permission of the author or B. F Consult
P.O. Box 774, Iringa
Printing and publishing
consultancy by
KAD Associates/ TFC,
P.O Box 32746,
Dar es Salaam,
Tanzania.
INTRODUCTION
Meanings of terms
Test
is an instrument or a systematic procedure used to measure a particular
behavior. It is like a balance used to obtain weight or a foot to obtain the
height of an object or person (Babyegeya, 1998:4).
Testing
is the use of devise to measure specific achievements of students of a student
in terms given objectives (Omari, 2006:270).
Testing
is a process usually involves four distinct stages; planning of the test,
writing of the items, administering the test, scoring and analysis of the test
(Mbunda, 2006: 125).
TYPES
OF TESTS
Functions of testing
Determines
whether students are learning what has been taught.
Motivate
and helps student structure their academic efforts.
Alert
students to topics or skills they have not yet mastered. (Omari, 2006:270).
Consequences of not testing student
and teachers
Student’s
progress cannot be determined simply because student will not be tested hence
there will be difficult to know whether the progress of such student is good or
bad.
It
will be difficult to assess the effectiveness of the school, academically this
will make difficult to determine the effectiveness of the school because it can
be determined through testing both teachers and students.
It
will be difficult to decide on promotion or selection of students, due to the
fact that in order student to be selected to join with another level of
education such from primary to secondary level there must be a qualification
through testing.
Students
will not be motivated. This will discourage them on studying hard since
motivation encourages students to study hard. (Mbunda, 2006: 125).
To
teacher
It
will be difficult for teachers to identify strength and weakness of teaching
and learning strategies.
Teachers
will fail to identify if students are well capable with what they have learn.
Student
will not study hard because they will know that no assessment.
It
will not make sound instructional decision. Since through testing in teaching
and learning process extends to guidance and counceling so if testing will not
occurred guidance and counseling to students will not be properly done and
guidance and counseling depend on testing. For example, it is the career
master’s responsibility to advice and guide students to select subject
combinations institution for further training and vocations it will not
appropriate after graduation if test will not be administered. .(Babyegeya,
1998:4).
Sound
administrative decision will not be reached/ achieved. The issues of selection
of students from primary schools to secondary or secondary to tertially
institution will not be achieved without testing. Also classification and grading
is one of the administrative decisions which depend on testing so without
testing those will not be achieved. (Babyegeya, 1998:4).
Research
decisions will not be reached since best decisions are informed decisions are
informed decisions and the appropriate information in varies situations is the
one that results from tests and measurement. If test will not be administered
there will not give the best research decision.(Babyegeya, 1998:4).
Failure
to measure how well students have learned what they need to know in each
subject.
Not
testing of students and teachers lead to the failure of measuring how well a
school is serving students and what may be needed in school curriculum.
Teachers
will fail to grade the graduation requirements of showing mastery of the students’
Skills.
Lead
to poor participation in the process of teaching and learning since teachers
and student will don’t care about teaching and learning due to the absence of
testing process. (http:// www.pps.k12.or.us.).
Cannot
improve the qualities of education. This because we Tanzanians using this way
to evaluate students, also teachers has been using it at increasing rate in
performance of students, but if there is no test, it will be difficult to improve
quality of education because through tests we expects meaningful standards to
which school, teachers and students can aspire and help to shape instructions (Joan,
Dreyfus and Golan, 1990:1). Also according to major research groups such as
“the National Academy of sciences” clearly state that not testing student in a
school cannot provides adequate information about school, quality and progress
that helps genuine educational improvement ( www.fairtest.organization).
Cannot
promote fast and broad changes within school, to student and to teacher.
Through this we never expect fast changes to students and teachers. For example
if a teacher do not providing tests become difficult to evaluate students,
teaching aids and teaching strategies that he/she employ to teach them if are
better or bad because are not tested (Herman and Golan,1991:3).
REFERENCE
Prof
Mbunda,F.L. (2006). Application of
teaching and learning theories. Open University of Tanzania:Dar es salaam.
Omari,
I. M. (2006). Education Psychology for
Teachers. Dar es Salaam: Dar es Salaam University Press.
Babyegeya,
E.B. (1998). Test and measurements.
Open University of Tanzania: Msasani TIRDO Building.
Herman
J, L. and Golan, S. (1991). Effects of Standardized Testing on Teachers
and Learning—Another Look: CSE Technical Report 334. Washington DC:
department of health, education and welfare.
Joan,
H. , Dreyfus, J. and Golan, S. (1990). Effects
of testing on teaching and learning: CSE Technical Report 327. U.S.
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