Makwinya, Noel M.2023-03-272023-03-2720152328-3734 (Print)2328-3696 (Online)2328-3688 (CD-ROM)http://www.suaire.sua.ac.tz/handle/123456789/5114Journal articlePolicy and practice in relation to curriculum evaluation systems are under review in many countries. Previous studies have indicated that, public examination system used in many countries, especially those using pen and paper to evaluate students’ mastery of the curriculum objectives can provide us with illusions regarding how best a curriculum is implemented at school. In this study, Public examination conducted by the National Examination Council of Tanzania were studied to see whether, the type and structure of exams, and coverage of such exams do not affect teachers’ curriculum implementation practice. Through content analysis of Grade twelve (form four) Public examinations offered since the year 2010 to 2014; and following an interviewing with students in grade twelve, results showed that: “what is measured” and “how it is consistently measured” through National summative examinations in Tanzania affect what is taught, what is assessed, and to a large extent, what is valued in the schooling process during curriculum implement ation.enCurriculumCurriculum evaluationPublic examinationTanzaniaArticle