TEACHER PREPAREDNESS FOR FORMATIVE ASSESSMENT IN COMPETENCY BASED CURRICULUM IN PUBLIC PRIMARY SCHOOLS IN NANDI-EAST SUB-COUNTY, NANDI COUNTY, KENYA

Abstract

The Kenyan government introduced the competency-based curriculum in its school system in 2017. In this curriculum, formative assessment plays an integral part. Teachers hold a pivotal role in the implementation of this curriculum. Their preparedness is thus of essence. In Nandi East Sub- County little is known about teacher preparedness for the implementation of the competency-based curriculum. It is in this light that the study sought to establish the extent of teacher preparedness for formative assessment in the implementation of the competency based curriculum. The purpose of this study was to determine the extent of teacher preparedness for formative assessment in competency-based curriculum in public primary schools in Nandi-East Sub-County. Objectives of the study included to establish the extent of teacher re-tooling program in enhancing teacher preparedness for formative assessment in competency-based curriculum in public primary schools in Nandi-east sub-county; to determine the extent of teacher involvement in curriculum development in enhancing teacher preparedness for formative assessment in competency-based curriculum in public primary schools in Nandi-east sub-county, to determine the effect of teacher ability to use assessment tools in enhancing teacher preparedness for formative assessment in competency-based curriculum in public primary schools in Nandi-east sub-county, to examine challenges teachers experience in implementing formative assessment in competency-based curriculum in public primary schools in Nandi-east sub-county and to examine ways of enhancing teachers’ capacity for formative assessment in CBC in public primary schools in Nandi-east sub-county. The study was anchored on Concern-Based Adoption Model. The study adopted convergent parallel mixed methods research design and targeted 87 head teachers, 720 public primary school teachers and one Curriculum Support Officer. The sample size was 268 selected using stratified random sampling technique and purposive sampling technique. The study adopted content validity where experts’ opinion was sought to validate the contents of the research instruments. The study adopted internal consistency reliability which was tested using Cronbach’s alpha co-efficient. Data collected was analyzed using descriptive statistics such as mean, standard deviation, percentages and frequencies, inferential statistic, such as, regression analysis and content analysis where qualitative data was summarized into common themes. Results were as follows; Teacher re-tooling program, teacher involvement in curriculum development and assessment tools had a positive and significant effect on level of teacher preparedness of (β= .377, p < 0.05), (β= .491, p < 0.05) and (β= .420, p < 0.05) respectively. Challenges that teachers experience in implementing formative assessment in competency-based curriculum are lack of classrooms for proper implementation of formative assessment, high enrolment which pressure the available resources and lack of enough textbooks for learners and reference books for teachers. The strategies used to enhance teachers’ capacity for formative assessment in CBC include teachers’ use of assessment information to plan and integration of classroom assessment with the instructional process for teachers. The study concluded that the success of the competency-based curriculum depends on teacher preparedness for formative assessment in competency-based curriculum. The study recommended that the schools’ management should prioritize teacher’s preparedness for formative assessment in competency-based curriculum for its implementation is to be successful.