| dc.description.abstract | Competency Based Formative Assessment (CBFA) is a key component of the Competency Based Curriculum (CBC) education reform initiative in Kenya. Effective in-service training of teachers is crucial for the conduct of CBFA at pre-primary school. A lot of teacher retraining has been conducted since the inception of CBC. However, its scope and effectiveness has not been established. Only 42.79% of pre-primary teachers in Gem have been retrained on CBC, a percentage lower than other sub-counties in Siaya. After the in-service training, it was expected that the teachers conduct assessment for learning following the CBC rollout. Further, Mathematical Activities in Gem registered the lowest performance at a mean of 1.50 compared to other Sub-Counties in Siaya. This raises questions whether the teachers poses the requisite knowledge to conduct formative assessment, which aids learning and achievement. The purpose of the study was to assess effectiveness of in-service training of teachers on Competency Based Formative Assessment of Mathematical Activities in public Pre-primary schools in Gem. Objectives of the study were to establish effectiveness of in-service training of teachers on knowledge and skills to conduct CBFA of mathematical activities, establish effectiveness of in-service training of teachers on psychological factors to conduct CBFA of mathematical activities and to establish effectiveness of in-service training of teachers on social factors to conduct CBFA of mathematical activities. Conceptual framework was based on Schildkamp et al. (2020) model of three categories of the prerequisites for in-service training of teachers a requirement for CBFA of Mathematical Activities. The study employed descriptive survey research design using the mixed methods of data collection to gather both quantitative and qualitative data. The target population was 95 teachers (selected purposively from the schools), 95 headteachers and one Gem Sub-County ECD Coordinator (SCECDC). Saturated sampling was used to obtain a sample size of 85 pre-primary teachers. The sample of headteachers (10) was obtained by drawing 10% of their population. Simple random sampling was used to select headteachers while purposive sampling to obtain the one SCECDC and pre-schools. Data was obtained using questionnaire, classroom observation checklist and interview schedule. A pilot study was conducted on 10% (10) of pre-primary teachers not sampled for the final study. Reliability of teacher questionnaire was obtained through test-retest at an interval of two weeks using Pearson correlation coefficient (r= 0.83). Inter-rater reliability was used to determine reliability of the observation checklist on the teachers used for piloting. The reliability of interview schedule was determined by expert judgment of supervisors. Validity of the instruments was determined by expert judgment by supervisors. Quantitative data was analyzed using descriptive statistics involving frequency distribution tables, percentages and means while qualitative data was analyzed using thematic categories. The overall average mean was 2.84 implying teachers are ineffectively retrained to conduct CBFA. Findings indicate that teachers have limited knowledge on using ICT; they could not differentiate formative from summative evaluation; they have negative attitude towards formative assessment practice as well as not retrained on strategies of involving learners during formative assessment. The study findings delineate the significance attached to acquisition of prerequisites suggested by Schildkamp et al. (2020) for formative assessment. The findings imply that there is need for better structured INSET based on prior identification of teachers needs by relevant education stakeholders to undertake assessment. Further research on ICT integration in the implementation of CBC through assessment practice may need to be carried out. | en_US |
