Classroom assessment practices in Kenyan secondary schools: teacher perspective

Abstract

This study investigated teacher’s perspective on Classroom Assessment Practices in Kenyan Secondary Schools. The following objectives guided the study: a) To determine teachers’ perceptions about assessment b) To examine teachers skills and competencies in assessment c) To examine the assessment practices used by teachers to evaluate students learning. The study adopted a descriptive survey design. Stratified random sampling and purposive sampling were used to select the sample size from the target population. Data was collected using questionnaires for teachers in the selected schools. Data was analyzed using descriptive statistics. The study resulted in a moderately thorough description of these teachers’ assessment practices. Based on this, teachers demonstrated competence in assessing students learning but as regards assessment tasks as per the learning taxonomy, they showed lack of demand for application for those areas. The study suggests that there is need to train and create demand on all aspects of assessment in learning.