History Teachers’ Perspectives on Continuous Assessment in Tanzanian Secondary Schools
Josephat Morange and Milka OtienoSt. John’s University of TanzaniaEmail: morangejosephat945@gmail.com Abstract: Continuous Assessment (CA) is a key component of competence-based education reforms, intended to promote formative assessment, continuous feedback, and competency development. Despite policy reforms in Tanzania, evidence suggests a persistent gap between CA policy intentions and classroom implementation. This study explored History teachers’ awareness…