Analysis of Teachers’ Efficacy in Applying Diverse Assessment Methods Across English Language Skills in Public Junior Secondary Schools in Ndhiwa Sub-County, Homa-Bay County, Kenya
Charity Otieno
University of Eastern Africa, Baraton
Email: charityawuor87@gmail.com
Abstract: This study examined teachers’ efficacy in applying diverse assessment methods across English language skills—reading, writing, listening, and speaking—in public junior secondary schools in Ndhiwa Sub-County, Kenya. Grounded in the Competency-Based Education (CBE) framework, the study sought to determine whether teachers possess the confidence and competence required to implement varied and holistic assessment approaches that promote communicative competence. A descriptive research design was adopted to investigate teachers’ practices and perceptions in their natural settings. The study involved 432 respondents, comprising 13 English language teachers, 14 headteachers, one Sub-County Director of Education, and 404 Grade 8 learners. Respondents were selected through stratified, purposive, and census sampling techniques. Data wascollected using questionnaires and interview schedules and analyzed through descriptive statistics and thematic analysis. Thefindings revealed that teachers demonstrated high efficacy in applying diverse assessment methods, with an overall mean score of 3.53, indicating strong agreement on their competence. Teachers expressed confidence in designing and administering written, oral, formative, and summative assessments, adapting assessment approaches to diverse learner needs, and providing constructive feedback. Formative assessment practices, particularly feedback provision (M = 3.79), received the highest ratings, reflecting strong alignment with CBE principles. The study concludes that teachers possess strong assessment efficacy, although greater emphasis is needed on translating this competence into skill-specific and practice-oriented assessment. The study recommends continuous professional development, enhanced assessment literacy, and improved alignment between assessment practices and competency-based learning outcomes.
