Form Two – Necta Timetable 2026 – National Exams | Ratiba ya Mtihani wa Taifa – Kidato cha Pili
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questions testing only “surface” knowledge” (e.g. straightforward facts) encouraged a rote learning approach, even in students with a natural tendency to “deep” learning; • a rote learning approach was also reinforced by anxiety about meeting expected assessment/examination requirements, even when the actual examination questions really required “deep” learning; • overloading syllabuses with factual information to be recalled was a third factor encouraging “surface” learning; • periodic short answer tests were a fourth, as students realised that they could usually succeed in them by memorising a few important facts or points.
Entwistle has continued to investigate learning and approaches to studying among university students and has developed a more sophisticated conception of the relationships among teaching, assessment and learning which he considers to be applicable also to learning in the secondary sector. These ideas are set out in Promoting deep learning through teaching and assessment: conceptual frameworks and educational contexts (paper presented at TLRP Conference, Leicester, November, 2000, and accessible on the website of the ESRC Teaching and Learning Research Programme).
