EDUCATIONAL ASSESSMENT PRACTICES IN TANZANIA: A CRITICAL REFLECTION

Abstract

This paper critically examines Tanzania's current educational assessment system.  Using critical reflection, the author argues that the current educational assessment model deprives students and their parents the rights they deserve in the practices affecting the final examination results.  The purpose of this paper is to stimulate discussions along democratization of educational assessment in Tanzania. Inspired by Tanzania's participation in the Open Government Partnership (OGP) global initiative, this paper recommends a Full Democratic Assessment System (FDAS) which considers total openness to stakeholders as a key component of good educational governance from preschool education to tertiary/higher education in order to build a lasting democratic culture for current and future citizens.