Using classroom based assessment for learning the case of Kenya

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.