Teachers’ preparedness for the implementation of alternative assessment in primary schools in Kenya

Abstract

The aim of the study was to evaluate teachers’ preparedness for the implementation of alternative assessment in primary schools in Kenya in Matungulu Sub County – Machakos. Alternative1 assessment1 is1also1referred1 to1 as1 classroom-based, 1qualitative, 1 informal, 1 or1 competency1 based1 assessment. Adoption of alternative assessment in Kenya is thought to equip learner with skills to thrive in 21st century. The purpose of the study was to determine teachers’ preparedness for the implementation of the alternative assessment at classroom level. The main objectives of the study was to: determine teachers’ level of knowledge and skills to effectively implement alternative assessment in primary schools; assesses teachers’ application of alternative assessment strategies at classroom level and establish teachers’ perceptions for the implementation of alternative assessment at classroom level. The research adopted a survey research design, data1was collected1 using1 questionnaire1 and1 interview1 guides. A sample size of thirty two head teachers and thirty two class teachers was involved in the study. The study found the following: that the teachers had received in-service training in readiness for implementation of alternative assessment; that the teachers had confidence in application of assessment strategies to a moderate extent and that teachers agreed with the perception areas on alternative assessment to a great extent.