| dc.description.abstract | The purpose of this study was to identify the strategies employed by preschool teachers to assess
the academic achievement of their pupils in Nairobi West District. The objectives of this study
were to identify the assessment strategies adopted by preschool teachers, establish the influence
of assessment strategies in enhancing learning and establish the characteristics of these
assessment strategies in enhancing learning in preschools. The study employed mixed methods
techniques to achieve its objectives. The study population for this study comprised of all the 78
preschools in Nairobi West District. Data collection instruments used included questionnaires,
interview guides and observation schedules. Data was analysed using descriptive statistics. The
study found that the teachers favoured performance aassessment strategy (that is assessment of
learners as they participate in daily activities) followed by comprehensive assessment strategy
(that is where information on strengths and weaknesses of a child is collected based on social,
emotional, cognitive and physical development of a child). The influence of assessment strategies
was however not clear-cut, as different strategies were suitable for different learning activities. A
mixture of these strategies was found to be in use depending on what was being assessed. Based
on the findings, it has been recommended that intervention measures should be taken to provide a
guideline of preschoolers’ assessment strategies based on developmental milestones. There
should be a general guide formulated out of research to act as a reference for preschool teachers
in their work. This will enhance assessment strategies employed by preschool teachers within
Nairobi West District, and other pre schools which have similar characteristics. | |
