Mapetere et al
Greener Journal of Educational Research Vol. 2 (4), pp. 100 -104, November 2012
ISSN: 2276-7789 © 2011 Greener Journals
Manuscript Number: 102512153
Teachers’ Perceptions of the Assessment Structure of the
 in Zimbabwe: A Case Study of Zaka District.
1Mapetere Kudakwashe, *Makaye Jeriphanos
and 2Muguti Tasara
Great Zimbabwe University
Email: 1mapeterek@ gmail. com and 2tasara4@ gmail. com
*Corresponding Author’s Email: jmakaye2000 @yahoo. com
This study examined teachers’
perceptions of the assessment structure on the 0’level
History Syllabus 2167 examination in Zimbabwe. A descriptive
survey approach in which 30 History teachers from 15 Zaka
District secondary schools responded to a questionnaire was
used. Quantitative and qualitative paradigms of data
presentation were both useful in this project. Findings from
the study revealed that assessment and teaching History are
two sides of the same coin but dropping the Source Based
Question to an option was considered to be throwing away the
baby with bath water. Most teachers are no longer teaching
Source Based Questions and critical higher order skills are
no longer developed in History students. The essay question
with its tri -segmented structure gives prominence to
factual regurgitation. This study led to the conclusion that
the removal of the Source Based Question from the compulsory
status has prevented History students from developing
genuine higher order skills in Zimbabwe. It is recommended
therefore that syllabus 2166 be revisited with an aim of
merging it with syllabus 2167 in order to resuscitate the
development of higher order skills of analysis ,inference
and evaluation among History students.
Key Words: Perceptions, “Knowledge that”, “Knowledge how”, New History.
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