Classroom assessment: interrogating teachers’ assessment practices and competence

Abstract

Introduction:

Curricular reforms call for a paradigm shift in the way teachers conduct assessment. This paper is a report of a study that was carried out in the year 2024 interrogating teachers’ assessment practices and competence in classroom assessment.

Methods:

The study adopted a qualitative research methodology and a multiple case study research design. The target population consisted of teachers at grade four in Turkana county, Kenya. Purposive sampling was used to select nine public schools to participate in the study. One teacher in every school was selected through convenience sampling method. A total of nine teachers participated in the study. Data was generated using interviews and analyses inductively through the grounded method of analysis.

Results and discussion:

The study established that; class exercises, oral questions and observations were the frequently used assessment practices. In relation to teacher competence in assessment, it was found that teachers expertly applied theoretical-assessment techniques. In few instances where they used varied assessment tools, integrated and authentic assessment techniques, the assessment process remained unstandardized, unrecorded and unreported. There is thus need for lengthy CBC training so as teachers familiarize with requisite assessment skills for effective classroom assessment. This study thus informs teacher preparation programs at pre-service and in-service levels.