| dc.description.abstract | Education plays a key role in the socio-economic development of a nation. The
quality and standards of any education system of a country is aptly gauged through
assessment and evaluation. Consequently, for assessment to playa role in fostering
qualityeducation, it must pay attention to the goals of education in terms of what is
taught and learned and the levels at which the knowledge and skills acquired by the
learner are assessed. Assessment therefore serves as a monitoring and evaluation
tool in curriculum implementation. If properly used, assessment, whether external
or institutional based can serve as a tool for enhancing the quality of teaching and
learning.One of the daunting tasks facing educational assessment in Kenya today
is how best assessment can be done in order to capture the full potential and ability
ofthe learner.
The study was therefore aimed at determining the contribution of CA to the
students' academic performance at KCSE level in Mombasa Secondary Schools.
Mombasa district was chosen after analyzing the KCSE results of the district over
a period of (2003-2007). According to KNEC results for that period, the district
has been recording a mean score of C- and below. Being the second largest city in
Kenyathe results do not reflect the status of the city.
The study investigated the degree (extend) to which the teacher assessment scores
correlate with the KCSE examination scores. The study also determined the effect
of moderated teacher made tests on the students' academic performance. Finally, -- the, study sought and recommended the kinds of CA program that would be
appropriate at KCSE level
The study was conducted using survey design with primary and secondary data
collected using questionnaires from the teachers and the principals within
Mombasa. The completed questionnaires were edited for completeness and
consistency. The data was then coded and run through statistical package for social
sciences (SPSS). This software used frequencies to analyze the primary data and
descriptive statistics to analyze the secondary data.
From the findings, the study found out that: there is a strong positive correlation
between CA scores and KCSE scores. In spite of the strong correlation, the study
revealed that Mock examinations are very unpopular in schools with only about
12.5% of the respondents advocating for its inclusion in the fmal grading of
candidates at KCSE level. The study revealed that most teachers have not had any
professional training in test development skills in spite of the strong relationship
between the two forms of assessments. Finally, the study found out that the most
appropriate CA for integration with KCSE examination are the end of year
examinati ons.
Therefore, based on the foregoing fmdings, the study recommended the following
measures to be taken:-
• A pre-service and in-service training program for all prospective
teachers on techniques for test development from setting, moderation to
reporting of results should be included in the curricula of all institutions
offering teacher education programs.
• An in-service training program for all education officials and
stakeholders in-charge of the implementation of CA program to be
developed.
• Guidelines on monitoring and evaluation of polices and procedures on
assessment, record keeping and reporting of CA scores to be developed
by the Ministry of Education in liaison with KNEC and KIE.
• District assessment committees to be constituted charged with the
responsibility of moderation of the teacher made tests under the
guidance of the department of Quality Assurance and Standards in the
Ministry of Education, KNEC and KIE.
• At school level, the school administration should appoint a member of
the teaching staff to be in-charge of planning and organizing sessions for
discussions in order to formulate common standards in liaison with other
schools within their districts. | en |
