http://41.59.91.195:9090/handle/123456789/69 2026-05-08T13:24:44Z http://41.59.91.195:9090/handle/123456789/287 Using Bloom’s Taxonomy to Evaluate Cognitive Levels in Assessments of Language Programmes: A Case of Mwalimu Nyerere Memorial Academy, Tanzania Kitalima, Tamasha; Sijaona, Crecensia; Ndunguru, Wilgis The current principles of assessment emphasize examinations designed with a competency-based approach, which focuses on the learners’ ability to apply specific skills in different contexts. Thus, examination setters are recommended to construct questions based on the table of specifications, which displays a number of questions varying from various levels of cognitive function. These questions are expected to engage learners in deeper and analytical thinking processes. One way to do this is to construct the questions within the agreed balance among the six levels of the cognitive domain. This study examines the degree to which the semester examination questions from modules in the Higher Learning institutions reflect the balanced skills needed, taking MNMA as a case. The study used a qualitative approach and a case study design. Eighteen (18) semester examination modules of Higher Diploma and Bachelor's Degree in Kiswahili and English Language candidates were purposively sampled for document review. A total of 747 questions were analysed contently grounded on the cognitive domains of the revised Bloom Taxonomy by categorizing them in Higher Order of Cognitive Questions (HOCQs), Intermediate Order of Cognitive Questions (IOCQs), and Lower Order of Cognitive Questions (LOCQs). The findings revealed a remarkable predominance of LOCQs (68%) over the IOCQs (28.8%) and HOCQs (4%). These findings imply a gap between educational reforms (e.g., Competency Based Approach) and assessment practice. Moreover, this study recommends that Higher Learning Institutions reflect on the examination setting standards for practical and functional assessment. Conference proceedings 2025-01-01T00:00:00Z http://41.59.91.195:9090/handle/123456789/241 Teachers’ knowledge of the use of communication strategies: a case of kiswahili as a second language classrooms in Tanzania Kitalima, Tamasha In second language (SL) classroom interaction, both teachers and learners might face language mismatch due to the learners’ limited target language (TL) linguistic resources. In such situations, communication strategies (CS) like approximation, non-verbal cues, code-switching, and others crucially help to compensate for the breakdown. However, in most SL classes teachers either do not use these strategies to ease interaction with their learners or use them without noticing their significance. Thus, it is questionable whether SL teachers are cognizant of the use of CSs when interacting with their learners. This paper intends to examine teachers’ knowledge of the use of Communication Strategies (CSs) in Kiswahili as a Second Language (KSL) classroom in Tanzania. The thesis of this paper stands to be important because Kiswahili gains importance in the world’s communication every day, and there is a remarkable growth of KSL classes where appropriate CSs are needed. In particular, the present paper sought to determine CSs used by KSL teachers and to ascertain their cognizance of the use of CSs in classroom interaction. This qualitative case study involved three KSL teachers who were purposively sampled from the Kiswahili na Utamaduni (KIU) training centre. Classroom observation and personal interviews were used to collect data. Findings indicate that the teachers relied on code switching and used CSs with limited knowledge of specific strategies. This study recommends that KSL teachers should consider using CSs effectively to facilitate classroom interaction. In addition, teachers’ training colleges should consider involving units on CSs in language teaching courses. JOURNAL 2024-01-01T00:00:00Z