Teachers’ Pedagogical Skills and Implementation of Classroom Assessment in Early Years Education in Baringo County, Kenya
Loading...
Date
2024-11
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Kenyatta University
Abstract
The study investigated teachers’ application of pedagogical skills and how
classroom assessment was implemented in Early Years Education in Baringo
County. The Kenyan Government reformed its 8-4-4 curriculum into a competency based one (CBC) which emphasized on teachers’ pedagogical skills and classroom
assessment. This would enhance skill acquisition in learners. Studies have however
revealed that teachers demonstrated poor pedagogical skills and classroom
implementation strategies. The study objectives were; to describe teachers’
application of principles of assessment, describe teachers’ use of a variety of
authentic assessment methods, describe teachers’ ability to construct a test, describe
teachers’ utilization of assessment results and describe teachers’ implementation of
classroom assessment. Pedagogical content knowledge and curriculum
implementation theories guided the study. The study adopted Cross-sectional
Descriptive Survey Research Design. Quantitative and qualitative data collection
methods were utilized. The instruments were a questionnaire, interview guide and
Focus Group Discussion guide. Cronbach’s (1951) Alpha Coefficient was used to
establish the instruments’ reliability while validity was determined by expert
judgment. Quantitative data were analyzed using descriptive statistics in the SPSS
and presented by tables. Qualitative data were thematically analysed and presented
narratively. Baringo County was the study locale. The target population was 700
public primary schools, 700 headteachers, 2800 EYE teachers and 45 Curriculum
Support Officers (CSOs). Krejcie & Morgan’s (1970) table was used to determine
the sample size. This yielded 248 schools, 248 headteachers, 338 EYE teachers and
40 CSOs. EYE teachers and schools were selected by simple random sampling.
Headteachers and CSOs were purposively selected. 25 schools and 34 EYE teachers
were randomly selected for piloting while 2 headteachers and 2 CSOs were
purposively selected for the same. The study findings revealed that 53.57% of EYE
teachers made arrangements to assess learners with disabilities, 79% used written
tests to assess their learners and majority (42.31%) did criterion referencing. 31.31%
guided their learners to develop showcase portfolios. It concluded that EYE teachers
applied assessment principles and utilized assessment results as recommended in the
CBAF but didn’t use a variety of authentic assessment methods nor constructed tests
by use of a table of specification. Classroom assessment was not implemented as
recommended in the CBAF. The study recommended continuous teachers’
professional development through in-service training in order to equip them with
pedagogical skills and classroom assessment implementation strategies.
Description
A Research Thesis Submitted in Partial/Fulfillment of the Requirements for the Award of Master of Education Degree (Educational Research, Evaluation and Assessment) of Kenyatta University, Kenya, November, 2024
Supervisor:
1. Samson Kariuki
2. Joel Mabonga