在2005年修订中学课程之前，人们发现坦桑尼亚的中等教育没有帮助学生发展雇主所要求的技能和能力。教育系统没有向学生提供必要的技能来处理现代世界的需求。这一事实是推动从基于内容的课程转向基于能力的课程的驱动力之一。该课程要求改变评估方法，纳入形成性评估，并减少对传统纸笔考试的过度依赖。然而，当地研究表明，特别是在撒哈拉以南非洲，特别是坦桑尼亚，改善学习成果的尝试很少涉及通过评估提高学生的期望。公立中学教师应得到特别考虑，以缩小这一差距，并确保他们目前在课堂上进行形成性评估时面临的障碍得到有效解决。

本研究探讨了坦桑尼亚公立中学在英语教学中形成性评估的实施情况。布科巴市议会的案例研究。打算解决四个重要问题：（i）坦桑尼亚公立中学的教师对英语教学中形成性评估的实施有多了解？（ii）. 哪些因素会影响教师在坦桑尼亚公立中学教授英语时决定实施形成性评估？（iii）. 在坦桑尼亚公立中学的英语教学中实施形成性评估有什么好处？（iv）. 教师在坦桑尼亚公立中学的英语教学中实施形成性评估时面临哪些困难？

本研究采用定性研究方法，采用案例研究研究设计。定性方法对于归纳分析和解释参与者的数据含义很有用。案例研究设计是一种实证调查，当现象和背景之间的界限不明显并且使用了多种证据来源时，在现实生活中调查当代现象。该研究涉及28名参与者，包括十（10）名英语教师，其中五（5）名拥有文凭，其余五（5）名拥有学位; 五（5）名中一学生; 九（9）名中三学生; 两（2）名中学质量保证控制员; 和两（2）名区教育官员。这些受访者是使用目的性抽样技术选择的。数据是通过访谈、非参与者观察、文件分析和实地笔记收集的。

研究结果被组织、转录、编码，然后以叙述的形式按主题呈现。该研究揭示了以下发现：首先，教师在持续评估的背景下理解形成性评估，持续评估衡量学生的学习成绩。评估被视为收集评估分数/成绩以满足总结性考试要求的一种手段。其次，评估是基于培养学生的口语、听力和写作语法技能，而阅读技能则不太优先。第三，教师在如何进行形成性评估以提升学生的基本技能/能力方面仍然缺乏理论和实践导向。第四，教师对形成性评估的理解存在显著差异。这是因为教师缺乏关于如何进行形成性评估的适当规则; 因此，应该为他们制定一个指南。

此外，影响教师决定实施FA的因素分为两类，即个人因素和背景因素。个人因素是指因人而异的个人特征和特征，可以塑造教师对形成性评估的意图或实施。这一类包括教育和培训、工具态度、情感态度、自我效能感（即感知控制）、主观规范、教学信念以及技能和能力。背景因素是指反映特定教室、学校、社区和社会独特特征的元素。此类别包括学校内部支持、外部政策、学校环境、文化规范、学生特征和工作条件。此外，该研究还确定了应用形成性评估所带来的好处，包括发展学生的长期记忆，促进教师与学生之间以及学生本身之间的合作，消除学习者的误解，促进学生对学习进度的评估，支持教师确定学生对课程的理解程度， 鼓励养成更勤奋的学习习惯。

最后，该研究确定了以下因素是教师实施形成性评估的障碍：教室过度拥挤、学生选择标准、社会对评估的看法、学生之间的语言障碍、与教育系统相关的历史背景、教学负担，教师无力和缺乏自我承诺采用形成性评估，过度的资源密集型课外活动，缺乏专业发展，总结性评估比形成性评估更重要，教师未能解释现行课程，以及学生的不当行。

该研究建议大学、坦桑尼亚教育学院、学校督学和政策制定者共同努力，通过给予教师在职专业发展培训和评估标准来提高教师的能力。建议课程开发人员检查课程，并向坦桑尼亚的所有英语教师提供必要的形成性评估指南。

Prior to the secondary school curriculum revision in 2005, it was discovered that Tanzanian secondary education did not help students develop the skills and competences demanded by employers. Students were not given the skills necessary to handle the demands of the modern world by the educational system. This fact served as one of the driving forces behind the switch from a content-based curriculum to a competency-based curriculum. The curriculum calls for a shift in assessment methods that incorporate formative assessment and reduce the over-reliance on traditional paper-and-pencil examinations. However, local studies show that attempts to improve learning outcomes in Sub-Saharan Africa and Tanzania in particular, rarely involve raising students' expectations through assessment. Public secondary school teachers should be granted special consideration in order to close this gap and ensure the present obstacle they face with applying formative assessment in the classroom is effectively resolved.

This study explored the implementation of formative assessment in English language teaching in public secondary schools in Tanzania. A Case Study of the Bukoba Municipal Council. Four important questions were intended to be addressed: (i). How well do teachers in Tanzania’s public secondary schools understand the implementation of formative assessment in English teaching? (ii). What factors influence teachers’ decisions to implement formative assessment when teaching English in Tanzanian public secondary schools? (iii). What are the advantages of implementing formative assessment in Tanzanian public secondary schools’ English language teaching? (iv). What difficulties do teachers face when implementing formative assessment in English teaching of Tanzania’s public secondary schools?

This study used a qualitative research approach, whereby the case study research design was employed. Qualitative methods are useful for inductive analysis and interpretation of participants' meaning of data. The case study design is an empirical inquiry that investigates a contemporary phenomenon within its real-life context when the boundaries between phenomenon and context are not clearly evident and multiple sources of evidence are used. The study involved 28 participants, including ten (10) English language teachers, of whom five (5) had diplomas and the remaining five (5) had degrees; five (5) Form I students; nine (9) Form Three students; two (2) secondary school quality assurance controllers; and two (2) ward education officers. These respondents were selected using a purposive sampling technique. Data were collected through interviews, non-participant observation, document analysis, and field notes.

The findings were organized, transcribed, encoded, and then thematically presented as narratives. The study disclosed the following findings: First, teachers understand formative assessment within the context of continuous assessment, which measures students' learning achievement. Assessment is perceived as a means of collecting assessment scores/grades to fulfil the requirement of summative examinations. Second, assessment is based on developing students’ grammatical skills in speaking, listening, and writing, while reading skills are given less priority. Third, teachers still lack theoretical and practical orientation on how to conduct formative assessment to enhance the students’ basic skills/competences. Fourth, there were notable variations in teachers' understanding of formative assessment. This is due to the fact that teachers lack suitable rules on how to conduct formative assessment; as a result, a guide should be developed for them.

Also, factors influencing teachers' decisions to implement FA were classified into two categories, i.e., personal and contextual factors. Personal factors refer to individual traits and characteristics, which vary from person to person, that can shape teachers’ intentions or implementations regarding formative assessment. This category includes education and training, instrumental attitude, affective attitude, self-efficacy (i.e., perceived control), subjective norm, belief of teaching, and skill and ability. Contextual factors refer to those elements reflecting characteristics unique to a particular classroom, school, community, and society. This category includes internal school support, external policy, school environment, cultural norm, student characteristics, and working condition. Moreover, the study also identified advantages resulting from the application of formative assessment, including the development of long-term memory for students, promotion of cooperation between the teacher and the students as well as among the students themselves, eradication of learner misconceptions, facilitation of student assessment of learning progress, support for teachers in determining how well their students have understood a lesson, and encouragement of more diligent study habits.

Finally, the study identified the following factors as obstacles to teachers implementing formative assessment: overcrowded classrooms, student selection criteria, society's views on assessment, language barriers among students, historical context related to the educational system, teaching load, teachers' inability and lack of self-commitment to adopt formative assessment, excessive resource-intensive, extracurricular activities, lack of professional development, summative evaluation is given more weight than formative assessment, teachers’ failure to interpret the current curriculum, and the students' improper conduct of behavior.

The study recommended that universities, the Tanzania Institute of Education, school inspectors, and policy makers pool their efforts and increase teachers' competence by giving them on-the-job professional development training and assessment criteria. It is recommended that the curriculum developers examine the curriculum and provide all English language teachers in Tanzania the necessary formative assessment guidelines.

Key words: Assessment, formative assessment, English language teaching, teaching, public secondary schools.