Classroom Assessment Practices by Mathematics Teachers in Technical Vocational Education Training (TVET) Institutions in Kenya

Abstract

Classroom assessment is an integral part of the teaching learning process. Information generated from this assessment serves formative, diagnostic and summative purposes. Over the years, Technical Vocational Education Training examination candidates registered low performance in various Mathematics papers across the TVET courses. The purpose of this research was to determine the evaluation techniques, forms, and methodologies used by mathematics instructors working in TVET colleges located in Kenya. To determine the common classroom assessment practices used by mathematics teachers in TVET institutions; to identify the assessment tools and formats used by mathematics teachers in TVET institutions; to establish how mathematics teachers in TVET institutions make use of assessment information collected from students in the classroom; and to determine the mathematical competencies that mathematics teachers in TVET institutions consider to be important. The study's theoretical underpinnings included constructivism, behaviorism, and David Ausbel's concept of "meaningful learning." The experiential learning theory proposed by Kolb was also considered. Quantitative and qualitative research methods were used to collect and evaluate the data for the study. Information collected from the Kenya National Examinations Council via surveys, interviews, and statistical analysis. Data from surveys were presented in the form of percentages, tables, and graphs, while information from interviews was analyzed qualitatively. Observation, peer evaluation, and portfolios were reported to be the most common forms of classroom assessment used by TVET mathematics instructors in the research. The least employed classroom assessment practices was own production. The most identified assessment tools and formats used by mathematics teachers were Closed-open questions and Open-open questions. It was also found out that the assessment information collected was used to plan for future lessons, diagnose students' learning problems and provide feedback to students. Lastly the study found out that most mathematic teachers have been trained on the assessment item test development. The Kenya National Examinations Council as well as Curriculum Development Assessment and Certification Council were the organizations that provided the training on assessments. According to the findings of the research, improving instructors' ability to evaluate students' knowledge and performance should be a top priority for any effort to make education more meaningful. This might be accomplished via short courses, workshops, or seminars. A comprehensive personnel balance exercise should also be carried out by the government, as recommended by the report, in order to guarantee that all schools have an adequate number of instructors.