RUAHA CATHOLIC UNIVERSITY

This study investigated the challenges of learner-centred assessment (LCA) in teaching and learning geography among secondary schools in Kilolo District, Tanzania. A multiple case study design with a mixed research approach was used. The study employed 170 respondents. Interviews, questionnaires and observation were used to collect data. Miles and Huberman 1994‘s strategies were used to analyse data qualitatively, whereas Statistical Package for Social Sciences version 16.0 was used to analyse quantitative data. The study established that students were only partially involved in the assessment process. The setbacks in promoting effective implementation of learner-centred assessment were associated with many factors including but not limited to the language barrier, lack of parental support, and inflexible curriculum. Therefore, it is recommended that policymakers, curriculum developers and other educational partners should review curriculum to be responsive for learner-centred assessment

Learner-centred Assessment, Teaching Approaches, Teaching and Learning