Portfolio Assessment: Transforming Classroom Assessment for quality learning in lower primary classes, Kiambu County, Kenya

Portfolio Assessment: Transforming Classroom Assessment for quality learning in lower primary classes, Kiambu County, Kenya

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  • Last Updated August 2, 2018

Portfolio Assessment: Transforming Classroom Assessment for quality learning in lower primary classes, Kiambu County, Kenya

Assessment of learning in many developing nations largely relies on teacher made tests or standardized tests. However, assessment of a student’,s progress and performance should not be limited to paper –, pencil tests. The 21st century skills requires assessment approaches that extend beyond test scores to include substantive descriptions of what the student is doing and experiencing. This is synonymous to authentic or performance assessment that requires learners to demonstrate what they know and can do rather than tell (Cole, Ryan &, Kick, 1995).Portfolio assessment presents a practical approach to measuring, interpreting evidence of student performance relative to the set instructional objectives and targets. This assessment is individualised and sees the student as having unique needs and strengths.This paper examines the extent of use of portfolios for classroom assessment in Kenyan primary schools. Survey design through questionnaires and observation guides was used. Factors that hinder use of portfolio assessment were analysed.It is evident that there is over-reliance on conventional assessment methods where products of learning are emphasised as opposed to the process of learning. This denies learners the opportunities to develop metacognitive skills that will enable them reflect upon and make adjustments in their classroom learning and beyond.Key words: assessment, portfolio assessment, 21st century skills

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