Using written tests to assess holistic development of lower primary school learners in Kenya

Abstract

The present study investigated the use of written tests to assess holistic development of Lower Primary school Learners in Kenya. The Concurrent Triangulation Design was employed. The sample size comprised 184 respondents who were, 122 lower primary teachers, 47 ECDE teachers and 15 primary school Head teachers. Both Questionnaire and Interviews were used to collect data. The researcher ensured validity of questionnaires through expert judgment that is with the help of lectures from Jaramogi Oginga Odinga University of Science and Technology. Moreover, the items in the questionnaire were made clearer and also arranged from simple to complex. Reliability of the instrument was tested using internal consistency and a reliability coefficient of 0.892 was reported. The quantitative data obtained from questionnaires was analysed by using descriptive statistics with the aid of Statistical Package for Social Sciences (SPSS) version 22.Qualitative data was analysed using the thematic framework. The study finding was that that intellectual development of ECDE learners was effectively assessed by written tests method of assessment. However, on the aspect of emotional development, most participants reported that written tests methods of assessment does not effectively assess emotional development of ECDE learners. Moreover, this study confirms that written tests methods of assessment did not effectively assess the social development of ECDE learners. Finally, most participants disagreed that physical growth andspiritual developments of ECDE learners is assessed well when they are given written tests. The study recommendation is that The Kenya Institute of Curriculum Development should come up with clear policies on assessment of ECDE learners so that holistic development is guaranteed during the assessment process.