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Effectiveness of Basic Mathematics Continuous Assessment Feedback in Secondary Schools in Tanzania: The Case of Schools in Coast and Dar es Salaam Regions

Florence Kyaruzi*


This paper assesses the effectiveness of Basic Mathematics Continuous Assessment (CA) feedback in selected high performing (HP) and low performing (LP) secondary schools in
Coast and Dar es Salaam regions, Tanzania. Various aspects that constitute an effective CA feedback were scrutinised. The paper is based on research. In this research, a mixed research approach of the concurrent triangulation design was employed where stratified, simple random and purposeful sampling techniques were used. The study was informed by documentary review, questionnaires and classroom observations. Data were both qualitatively and quantitatively analysed using content analysis and Statistical Software for Social Sciences (SPSS), version 15. It was noted that the effectiveness of CA feedback
varied significantly between HP and LP schools. The study recommends that teachers need to be empowered with assessment skills on how to deliver effective CA feedback.


continuous assessment, quality feedback, Basic Mathematics

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