The relationship between teacher training in measurement and classroom assessment procedures in Kenya's secondary schools.

The purpose of this study was to determine teacher use of measurement principles and the factors influencing this use in the assessment of student achievement in the Riftvalley Province (Kenya). Given that most of the assessment in the classroom consists of instruments developed by teachers, a first step in exploring the utility of measurement principles is to investigate the use of these principles in specific assessment areas. This could lead to the determination and the improvement of the fit between measurement training and teacher classroom assessment practices. The study was designed to provide information on teacher use of measurement principles by considering whether teachers had received training in educational measurement principles, how important they perceived these principles to be, and how often they used the principles in the assessment of student achievement. The study was also designed to determine factors influencing the use of measurement principles in schools. The results show that teachers have been trained in the principles of educational measurement. However, there is some indication that measurement training did not effectively address the assessment concerns of many classroom teachers. Teachers do not feel adequately prepared in test construction, marking, and the reporting of student assessment results. The results on the importance of measurement principles provide some clear indication that teachers attach much importance to the principles for test construction, test administration, marking, and the reporting of student assessment results. Teacher interviews revealed that teachers are overwhelmed by the demands associated with Kenya's 8-4-4 system of education. On the basis of the study findings, suggestions were made for improving teacher training in measurement and for further research. (Abstract shortened by UMI.