Designing the assessment of learning outcomes to make positive impact on individuals and institutions

Designing the assessment of learning outcomes to make positive impact on individuals and institutions

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  • Last Updated August 2, 2018

Designing the assessment of learning outcomes to make positive impact on individuals and institutions

Kenya has made great strides in the achievement of the third Millennium Development Goal (MGD), which is to achieve universal primary education by the year 2015. One major stride towards this was the introduction of free primary education in the year 2003, which saw a major increase in the enrolment of children in primary schools across the country. With this increased enrolment, the pupil –, teacher ratio increased drastically leading to concerns about the quality of primary education in the country. In particular, questions were raised as to whether pupils were achieving the expected competencies at the various levels of the primary school cycle and the factors that influenced the achievement or non- achievement of these competencies.This study sought to investigate the effects of gender on the achievement levels of standard three pupils in numeracy and literacy. The study utilized a sample of 7,931 primary school pupils who were randomly sampled. Data was collected using questionnaires and standardized numeracy and literacy tests. While the findings of the study showed that gender did in fact influence pupils’, achievement in numeracy and literacy, it was noted that its effect was different for diverse regions of the Country. From the findings, region specific interventions were recommended so as to ensure that the factors affecting performance were addressed and pupils achieved the expected competencies, with the hope that once these were addressed the pupils would perform better in the final primary school leaving examination.

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