Assessment and Literacy Achievement in Schools

This book presents the findings of a research project conducted to examine Assessment and Literacy Achievement among learners of lower classes (P.1-P.3) in primary schools. The study specifically explores teachers’ ability to assess the methods of assessment and the records used by teachers to determine learner achievement of competences in Literacy lessons. Although RTI under the programme of SHRP organised training of teachers on assessment in 76 districts between 2013 and 2016 very little improvement has been achieved. This was revealed in this study to have a bearing on why most learners (P.1-P.3) cannot read and write. The findings further revealed that; Continuous Assessment policy which was introduced in 2005 under the Thematic Curriculum was not operational in primary schools. The study recommends that Ministry of Education and Sports NCDC disticts and CCTs should intensify support supervision to the teachers to help them understand the CA guidelines.