Mikidadi Juma Rwechoka

Willing but Unequipped: Structural Barriers and Professional Development Needs in Higher-Order Thinking Assessment Design among Secondary Science and Mathematics Teachers in Tanzania

Tanzania's transition to competence-based education requires classroom assessment in science and mathematics to engage students in higher-order thinking (HOT), including analysing, evaluating, and creating, rather than merely recalling content. However, evidence remains limited on the factors shaping the gap between po...