Teachers’ Assessment Competence and Learners’ Acquisition of Communication and Digital Literacy Skills in Public Primary Schools in Ileje District, Tanzania

Abstract

ABSTRACT The acquisition of digital literacy and communication skills among primary school learners is crucial for effective involvement in modern economic, social, and political environments. However, the level of assessment competence of the teachers to support the development of these skills is still not well documented in public primary schools in Tanzania. This study examined teacher assessment competence and its contribution to learners’ acquisition of communication and digital literacy skills in public primary schools in Ileje District, Tanzania. The study employed a convergent parallel mixed methods design in a pragmatism research philosophy. Data were collected from 44 teachers through questionnaires, 18 classroom observations, and 18 focus group discussions involving 212 learners. Quantitative data were analysed using descriptive statistics, while qualitative data were analysed thematically. The findings revealed that teachers’ overall assessment competence was low (M = 2.01, SD = 0.95), indicating limited capacity to implement assessment practices that effectively support learners’ acquisition of communication and digital literacy skills. Although teachers demonstrated moderate competence in aligning assessment tools with curriculum objectives, the study found limited use of diverse assessment techniques, inadequate assessment of communication and digital literacy skills, minimal integration of technology in assessment processes, and weak use of formative assessment results to identify learning difficulties and adjust instructional practices. Classroom observations and learners’ reports further indicated that assessment practices were largely focused on academic content than on the development of practical 21st century skills. Inappropriate teacher assessment competence was found to be a problem that hamper the effective acquisition of communication and digital literacy skills by primary school learners. The study recommends strengthening continuous professional development on competency-based assessment, integrating authentic and diverse assessment approaches, and enhancing teachers’ capacity to use technology and formative assessment practices to monitor and support learners’ acquisition of communication and digital literacy skills. Keywords: Teachers’ Assessment competence, communication skills, digital literacy skills, primary school learners, competency-based curriculum, Ileje-Tanzania