Ratiba ya Mtihani wa Taifa – Darasa la Nne – Necta 2026 | Timetable for Standard Four – National Exams
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A deep strategic approach to studying is generally related to high levels of academic achievement, but only where the assessment procedures emphasise and reward personal understanding. Otherwise, surface strategic approaches may well prove more adaptive. Entwistle proposes parallel conceptions of understanding/learning and of teaching, both of which move from “surface” at one end of the spectrum to “deep” at the other. The implication is that the deep approaches to teaching and also to design of assessment tasks are needed to promote deep learning.
Levels of understanding/ learning Mentioning Incoherent bits of information without any obvious structure Describing Brief descriptions of topics derived mainly from material provided Relating Outline, personal explanations lacking detail or supporting argument Explaining Relevant evidence used to develop structured, independent arguments Conceiving Individual conceptions of topics developed through reflection to show the influences on learning of the interaction between students and the teachinglearning environment. Conceptions of teaching Imparting information Transmitting structured knowledge Directing active learning Facilitating understanding Encouraging conceptual change