Strategies teachers employ in assessing children's academic achievement in Early Childhood Education in Nairobi West District, Nairobi province, Kenya

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.