| dc.description.abstract | This study setout to determine the extent to which teachers use information
from classroom-based assessment for learning. The study was undertaken in
Kikuyu Division of Kiambu 'West District. The study explored the purpose for
which teachers assess students, techniques that they use and how they
practice and value classroom assessment for learning. The study also looked
into the challenges that teachers face in using the feedback from assessment
to improve learning. Finally, the researcher solicited information from
teachers on how the practice of using classroom-based assessment for
learning could be promoted in secondary schools.
Basically, the study used a descriptive study approach applying both
quantitative and qualitative research. Sixty (60) questionnaires were
administered to teachers of English Language, Mathematics and Science
with special reference to Biology. These are core subjects in the secondary
education curriculum. The teachers were purposively selected from 10 out of
the 28 public secondary schools in Kikuyu Division. The data were coded and
analysed using Statistical Package for Social Science (SPSS). Descriptive
parameters including frequencies, percentages and means were used to
organize and analyse the data.
From analysis of the data, the study revealed that: nearly all teachers
interviewed were holders of either a diploma or a degree in education; they
assess students in the course of learning and also recognize the importance of
this. That is why it was the view of most of them that assessment for learning
needs to be strengthened as a matter of policy. However, it emerged that
teachers' values, pedagogy and use of classroom-based assessment are
deficient.
With regard to techniques used by teachers in assessment, the study revealed
that they used a limited number of techniques in AFL. It also emerged that
the limitation to a teachers' use of some classroom based assessment were as
a result of the challenge of many lessons per week and large classes. Further,
most teachers were not competent in developing accurate and reliable tools of
assessing learners.
On students' engagement in their learning, the findings from the study were
that most students appreciate feedback from teachers. The feedback also
provides teachers with data for teaching effectiveness while promoting
comprehension, self-awareness and a sense of commitment on the part of the
students. Although the study revealed that there were few cases where
students showed disinterest, it was evident that that the students' and the
teachers' roles in assessment for learning cannot be over emphasised.
Suffice it to say, there is need for continuous skills upgrading of teachers on
assessment for learning so as to improve their assessment literacy. There is
need to train students on learning to learn and taking charge of their studies.
The Ministry of Education should develop classroom-based assessment
guidelines which are comprehensive, specific, and focused on student
learning. | en |
