Using Written Tests to assess Holistic Development of Lower Primary School Learners in Kenya
Publication Date
2015-05-03Author
Violet R Otieno, Benson Charles Odongo, Peter JO Aloka
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Show full item recordAbstract/ Overview
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.
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- Department of Psychology [203]