Tamisemi – Mitihani ya Darasa la Tano | Jaribio – March 2026 | Download All Solved Exams
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The overview of inspection reports in Standards and Quality in Primary and Secondary Schools (HM Inspectorate of Education 1998-2001 (2002)) showed that the learning/teaching Quality Indicator most frequently receiving the “Fair” judgement (i.e. strengths outweighed by weaknesses) is the one relating to “Meeting Pupils’ Needs”. A key element in this QI is the quality and challenge of the tasks set to promote pupils’ learning. The quality of tasks issue is closely related to a final set of very important aspects of classroom practice, which contribute to the meaningfulness of learning.
These are activities drawn from the social constructivist tradition of Vygotsky (1962, 1978, 1988), Bruner (1960, 1966, 1990, 1996) and Rogoff (1991). This tradition is also represented by recent research by Black and Wiliam (1998 (a) and (b)), Black (2001), Black et al (2002) and OECD (2005) on formative assessment and classroom techniques such as sharing of aims and criteria, open questioning, comments rather than grades for pupils’ work, selfand peer-evaluation and co-operative learning.
Education is the process of “becoming a person”, which continues lifelong and is not confined to people’s experiences in schools and other educational institutions but includes all their experience of the society in which they live. It involves conscious pursuit of the goal of becoming the kind of person one wants to be – of “identity goals”, as Hodgkin calls them – with the kind of knowledge and skills one wishes to have. Curiosity and self-confidence, important components of the skill of learning how to learn, lead to a sense of continuous change in oneself. One has a continuous potential to engage with new ideas, contexts and groups of people. A key source of the ideas underpinning this view is the work of the psychotherapist, Carl Rogers (1969).
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