Teachers Preparedness in Implementation of Alternative Assessment in Primary Schools within the Competency Based Education System of Kenya

International Journal of Research and Innovation in Social Science (IJRISS) | Volume VI, Issue III, March 2022 | ISSN 2454–6186

 Teachers Preparedness in Implementation of Alternative Assessment in Primary Schools within the Competency Based Education System of Kenya

Pius M. Mutiso (M.Ed.), Karen T. Odhiambo (Ph.D.)
University of Nairobi, Kenya

Abstract: The aim of the study was to evaluate teachers’ preparedness for the implementation of alternative assessment in primary schools in Kenya. The location for the research was Matungulu Sub-County in Machakos County in Kenya. The survey design was adapted in the study. The study was guided by three objectives, which aimed at determining teachers’ knowledge and skills for the implementation of alternative assessment (AA), application of alternative assessment strategies at classroom level and teachers’ perception for the implementation of AA. The study involved 32-schools with 32 Grade-3 teachers as respondents. Qualitative method was applied using questionnaires. Findings indicated that grade three teachers had insufficient knowledge and skills hampering practice. However, they tend to lean towards traditional assessment strategies. Further, the findings revealed that grade three teachers had near positive verses negative perception towards implementation of AA. This may mean that teachers will be ready for the changing learning landscape towards competency-based education. The teacher’s perception levels reveal an acceptable but not optimum level of readiness to manage education process within a self-regulated learning whose focus is on development of thinking skills more so critical thinking. The findings are supported by the fact that that the three predictor variables had a positive and significant association with implementation of alternative assessment as denoted by their beta coefficients of 0.727, 0.709 and 0.641 respectively, with all having p values < 0.05. On this basis, it could be concluded that since perception is shaped by belief and experience, then the experience of teacher could be regarded as meaningful regarding AA. This can then be said to be tangible and not implied. In terms of knowledge and skills, there is an element of knowledge however, key issues are below threshold such as knowledge of portfolio and confidence in suing AA. At the same time there could be a challenge for both teachers and learners in finding their reserve to flourish as they regulate their roles thus deeming the desire to be autonomous in learners learning and as critical thinkers. There is need for further training and getting all to know and understand their perception. The end result for education researchers is to build a theoretical basis for describing educational dispositions on alternative assessment practice. The results do not provide a trend or pattern. Thus, the proposal for further research and thought in this area as the literature is also not conclusive.

Index Terms: Alternative Assessment, Competency Based Education, Teacher Preparedness, Critical Thinking, Authentic Learning , Kenya

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