Abstract:
Purpose: Focus in excelling in national examinations in primary school has influenced
teaching and learning process in the classroom. The classroom process is however very
essential in determining learning achievements. The purpose of the study was to analyze
the nature of classroom tests in primary schools in West Pokot County. Thus, the
objectives of the study were; to determine the influence of classroom tests on learner
motivation, identify types of classroom tests and to assess the use of tests in
instructional decision making.
Methodology: The study was guided by Stufflebeam’s Evaluation Model. A
Conceptual framework was also used to show the interplay between the variables under
study. The study employed a descriptive survey design and adopted mixed methods
approach in data collection. The study combined both simple random and stratified
proportionate sampling to select a total of 353 participants. A structured questionnaire
consisting of 54 items was used to collect quantitative and some qualitative data.
Cronbach’s Alpha reliability test was computed to estimate internal consistency of the
questionnaire, and an overall reliability index of 0.724 was realized. Further, classroom
observation, interview and document analysis were also used to collect qualitative data.
Results: The study revealed that the testing practice adopted by teachers in public
primary schools was mainly teacher centred and to drill pupils to pass KCPE. The study
also found that teachers’ own testing practices can motivate pupils. Further, it was
established that objective questions were the most preferred by teachers. Common
instructional decisions made by teachers based on tests related to pupils’ grading,
diagnosis of learning difficulties, checking pupils’ progress, preparing terminal progress
reports and gauging learners' level of mastery of content.
Unique contribution to practice and policy: The study concluded that classroom tests
in public primary schools in West Pokot influences learning achievements of pupils.The
study recommends that schools should adopt classroom assessment method in
evaluating learning in public primary schools.
