Self-perceived assessment competencies and practices of instructors at Tanzanian universities: an evaluation of university lecturers' compliance with assessment standards

This study examined self-perceived assessment competencies and practices among university instructors in Tanzania. The study was conducted across three public universities, using ex post facto and transcendental phenomenological designs. Stratified proportional sampling, simple random sampling, and purposive sampling were used to select and collect data from a sample of 205 instructors. Questionnaires, interviews, observations and documentary analysis were used concurrently to gather data. The qualitative data were analysed thematically, whereas the quantitative data were analysed using logistic regression. The analysis revealed significant differences among instructors on indicators for self-perceived assessment practices and demographic parameters. This study, therefore, proposes that universities make deliberate efforts to hold frequent workshops and seminars for instructors to improve their assessment practices.