Pre-Primary Teachers Perception of Classroom Evaluation and Types of Assessment Activities for Learners in Kiambu County, Kenya.
Loading...
Date
2023
Authors
Richu, Margaret Wanjiku
Journal Title
Journal ISSN
Volume Title
Publisher
Kenyatta University
Abstract
The purpose of the study was to find out Teachers’ perception of classroom
evaluation on types assessment activities for learners joining grade one in Githunguri
Sub-County. This is because the Basic Education Act in Kenya distinctly specify that
learners transiting to grade one from pre-primary should not be subjected to sitting an
examination as a pre-requisite to join grade one. This also comes at a time when the
CBC curriculum is being implemented. Despite this, studies show that teachers still
perceive examination as the best measure of transiting learners from pre-primary to
grade one. There is no documented study on pre-primary school teachers’ perception
of classroom evaluation and types of assessment activities in Githunguri Sub-County,
hence the need for the study. In theoretical framework, the study adopted Blooms
Taxonomy of educational objectives which focuses on the learning domains. The
study used mixed methods approach. This design was suitable because it allowed the
researcher to collect first-hand information on the pre-primary school teachers’
perception of classroom evaluation and also it allowed triangulation of research
instruments. The study was carried out in public and private pre-primary schools in
Githunguri Sub-County. The target population was all pre-primary school teachers, all
pre-primary school parents and all pre-primary school learners in Githunguri Sub-
County. Purposive sampling was used to sample the pre-primary schools and the preprimary
school teachers, simple random sampling was used for the pre-primary school
parents and systematic sampling for the pre-primary school learners. Interview
schedules, observation schedules, focus group discussions and documentary analysis
were used as data collection tools. Data collected was organized using atlas.ti
software and open coding as well as thematic analysis of research objectives. The
findings were presented using tables, frequencies, percentages and verbatim
quotations. The findings showed that grade one entry examination is perceived as the
most preferred way of evaluating learners. The teachers also perceived classroom
evaluation that uses a variety of activities as most effective. The teachers evaluated
language and mathematics frequently leaving other learning areas. The results from
grade one entry tests are used in placing learners to lower primary. The assessment
activities used by teachers include homework, classroom activities, portfolios and
tests. There is a significant relationship between perception of classroom evaluation
and assessment activities. Recommendations were made by the researcher to the
curriculum developers, county government, ECDE teachers and ECDE parents to
ensure that they participate fully in classroom evaluation assessment activities in the
best way possible.
Description
A Research Project Report Submitted in Partial Fulfillment of the Degree of Master of Education (Early Childhood Studies) of Kenyatta University
Keywords
Pre-Primary Teachers, Classroom Evaluation, Assessment Activities, Learners, Kiambu County, Kenya