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186-Classroom ‘Assessment -for -Learning’ in Secondary Schools in Kenya

Learning and assessment are inseparable. Hence the need for assessment that aids learning for improving the quality of education, herein referred to as “,assessment for learning”,, cannot be over emphasized. This paper is based on a study that sought to establish the purposes for which teachers administer classroom tests, the frequency of testing and the use of the resulting data. This was done through a survey on teachers in secondary schools in Nairobi, Kenya, in Mathematics, Science and Humanities. The results of the study were discussed in the light of principles of “,assessment for learning”,. Teachers were found to assess students mainly for the purpose of diagnosis and the frequency of testing did not match the purpose and the appropriate use of resulting data. The results revealed a lack of school administrative policies that support assessment for learning, inadequate training of teachers in this area especially in the appropriate use of assessment results and feedback to students. Availability of time and teaching workloads were found be the major factors affecting teachers’, use of assessment for learning. The methods used to assess learning outcomes in students were also found to be deficient of a number of desirable qualities.Key words: Assessment-for-learning, Assessment-of-learning

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