Assessing the Role of Traditional Paper and Pencil Examinations in Tanzania's Competency-Based Curriculum: A Literature Review

Abstract

The adoption of competency-based curriculum (CBC) in Tanzania marks a significant shift towards nurturing holistic student competencies aligned with contemporary societal needs. This systematic literature review critically examines the role of traditional paper-and-pencil examinations within the CBC framework, assessing their effectiveness in evaluating student achievement and competency development. Findings indicate that traditional exams are effective in measuring factual recall and basic skills, serving as valuable benchmarks for educational standards and cross-regional comparisons. However, these exams face significant challenges in assessing higher-order cognitive skills and the multidimensional competencies emphasized by CBC. The study concludes that while traditional exams provide standardized measures of student achievement, their integration within CBC requires careful adaptation to ensure alignment with curriculum goals. Recommendations include enhancing professional development for educators, developing policy frameworks that support a balanced assessment approach, and aligning curriculum and assessments with CBC objectives. The implications suggest that addressing these factors is crucial for improving educational quality and equity in Tanzania, ensuring that assessments effectively support the development of both foundational knowledge and advanced competencies.