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Full-Text Articles in Education
Thinking Global, Acting Local, Ali Gohar Qazi
Thinking Global, Acting Local, Ali Gohar Qazi
Institute for Educational Development, Karachi
Ongoing or continuous professional development is essential for teachers to develop and maintain the knowledge base required to produce more powerful learning outcomes among their students. Research has shown that professional development is more effective and meaningful to teachers when it is content focused, involves active learning and collective participation, and when it is sustained in duration, instead of being top-down, episodic, or delivered as ‘one-shot’ training workshops.
Exploring Teachers’ Preparedness To Conduct Competency Based Curriculum Assessment In A Selected Secondary School In Taveta Sub-County Coast Region - Kenya., Milcah Emisiko Ashiali
Exploring Teachers’ Preparedness To Conduct Competency Based Curriculum Assessment In A Selected Secondary School In Taveta Sub-County Coast Region - Kenya., Milcah Emisiko Ashiali
Theses & Dissertations
The government of Kenya has been at the forefront of advocating for a Competence Based Curriculum (CBC) to ensure that the country can produce a workforce that competes with the current market which requires 21st-century skills. This has been seen by implementing CBC in schools and being focused on a learner- centered approach. CBC Assessment has been emphasized in the curriculum since teachers are required to know how learners are progressing at different grades and identify what competencies they must go and apply in real life. Study aimed at exploring how teachers are prepared to conduct CBC assessments in secondary …
Overcrowded Classrooms: Assessment And Evaluation Strategies By Science Secondary School Teachers In Kericho County- Kenya, Rutoh Dominic
Overcrowded Classrooms: Assessment And Evaluation Strategies By Science Secondary School Teachers In Kericho County- Kenya, Rutoh Dominic
Theses & Dissertations
This study investigated how science teachers have successfully conducted assessment and evaluation in overcrowded classrooms due to 100% transition in Kenya, and particularly, in Kericho County. Two objectivities guided the study: - to find out the strategies used by science teachers to conduct assessment and evaluation and to determine how science teachers cope with assessment and evaluation challenges in overcrowded classrooms. Purposive sampling was used to selected five science teachers instructing form three class in the sampled school. Simple random sampling was used to select 12 students who participated in the study to ensure everyone got a chance to be …