Effectiveness of Assessment Tools used in Assessing Achievement of Core Competencies in Social Studies in Public Primary Schools in Nakuru County, Kenya
DOI:
https://doi.org/10.70619/vol5iss3pp1-17Keywords:
Assessment, Assessment tools, Competency-based Curriculum, ImplementationAbstract
The Competency-based Curriculum (CBC) in Kenya aims at ensuring that the instructional process equips learners with knowledge and skills to prepare them for the world of work in the 21st Century. This study aimed at investigating effectiveness of assessment tools used in assessing achievement of core competencies in Social Studies in Nakuru County, Kenya. The study was guided by Constructivist Learning Theory. The study design was descriptive survey design. Target population was 4,136 respondents. Yamane's formula was used to obtain a sample size of 365 respondents. Proportionate stratified random sampling was used to obtain a sample of 23 Head Teachers, 23 Heads of Social Studies, and 315 Social Studies teachers. Purposive sampling was used to obtain a sample of four (4) Curriculum Support Officers (CSOs), and simple random sampling was used to obtain classrooms to be observed. Data collection instruments were: questionnaires, interview schedules, and classroom observation schedules. Data analysis was done using the SPSS programme version 25. Findings indicated that the assessment tools identified are effective in assessing learners’ acquisition of core competencies in Social Studies. However, the reliance on conventional assessments does not fully capture student progress, necessitating more comprehensive and diversified evaluation methods. To complement conventional methods and to provide a more holistic evaluation of student competency acquisition, it is recommended that teachers adopt a broader range of assessment tools, such as portfolios, self-assessments, and peer assessments.
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