Teachers’ perception on progress monitoring record as a method of assessment of holistic development among Kenyan lower primary schools learners

Abstract

The purpose of the study was to establish Teachers’ Perception on progress monitoring record as a Method of Assessment of Holistic Development among lower public primary school learners in Kisumu Central Sub-County Kisumu county Kenya. The Global Holistic Human Development and Identity Formation Theory by Maehr and Braskamp guided the study. The research design employed was mixed method approach particularly the concurrent triangulation design.The target population for the study was 234 lower primary school teachers, 90 ECDE teachers, 30 head-teachers and 3 DICECE officers and a sample size of 186 participants was used.Stratified random sampling and purposive sampling techniques were used to select study participants. The instruments used in the study were questionnaires and interview schedules. Validity of the instruments was ensured by expert judgment of the university lecturers while the reliability was ensured by internal consistency and a reliability coefficient of 0.892 was reported. Trustworthiness of qualitative data was also ensured. Quantitative data was descriptively analysed by the use of percentages, frequency counts and mean while Qualitative data was analysed using Thematic Analysis.The study found that, social domain, intellectual domain, physical domain, emotional domain, spiritual domain, and moral domain are effectively assessed by progress monitoring method of assessment. The study further revealed that progress monitoring record method of assessment is very effective when teachers want to trace performance of individual learner and in organizing remedial work. The study recommended that all ECDE practitioners should be encouraged to embrace progress monitoring record method of assessment.