Assessment provides practical information for gathering data to determine extent to which learners demonstrate desired learning outcomes in line with 21st Century skills. As demonstrated by sustainable development goals, education system aims at developing informed and functional citizens for survival in modern society. In this regard, this study examined effect of social studies curriculum assessment methods and development of responsibility among pre-primary school learners in Nairobi City County, Kenya. Specific objective was to determine influence of observation, oral questions and portfolio assessment on development of responsibility among learners. Descriptive survey design guided the research process while primary data were sourced from 98 teachers who were purposively selected from 211 pre-primary schools. A questionnaire, observation schedule and documentary analysis were used as data collecting tools. Data was summarized and organized according to research variables and arranged in themes for analysis. Multiple Intelligences theory was used to explain ways in which assessment strategies impact on development of responsibility. With appropriate assessments, learners, teachers and parents remain informed about depth in learning achievement, rate of progress and decision to undertake. Findings of the study showed that portfolio was most efficient assessment method used in determining responsibility which was closely followed by observation and lastly oral questions. Learners demonstrated responsibility through interdependence, active stewardship, respect for diversity and self-refection. The study recommends alignment of social studies curriculum pedagogy to authentic assessment methods for realization of Vision 2030 and sustainable development.
| Published in | International Journal of Elementary Education (Volume 11, Issue 4) |
| DOI | 10.11648/j.ijeedu.20221104.12 |
| Page(s) | 92-100 |
| Creative Commons |
This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited. |
| Copyright |
Copyright © The Author(s), 2024. Published by Science Publishing Group |
Assessment Modalities, Impact, Social Studies Curriculum, Value Education
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APA Style
Ganira Khavugwi Lilian. (2022). The Position of Social Studies Curriculum Assessment Methods in Developing Responsibility in Early Learning Centres in Nairobi, Kenya. International Journal of Elementary Education, 11(4), 92-100. https://doi.org/10.11648/j.ijeedu.20221104.12
ACS Style
Ganira Khavugwi Lilian. The Position of Social Studies Curriculum Assessment Methods in Developing Responsibility in Early Learning Centres in Nairobi, Kenya. Int. J. Elem. Educ. 2022, 11(4), 92-100. doi: 10.11648/j.ijeedu.20221104.12
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Download@article{10.11648/j.ijeedu.20221104.12,
author = {Ganira Khavugwi Lilian},
title = {The Position of Social Studies Curriculum Assessment Methods in Developing Responsibility in Early Learning Centres in Nairobi, Kenya},
journal = {International Journal of Elementary Education},
volume = {11},
number = {4},
pages = {92-100},
doi = {10.11648/j.ijeedu.20221104.12},
url = {https://doi.org/10.11648/j.ijeedu.20221104.12},
eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijeedu.20221104.12},
abstract = {Assessment provides practical information for gathering data to determine extent to which learners demonstrate desired learning outcomes in line with 21st Century skills. As demonstrated by sustainable development goals, education system aims at developing informed and functional citizens for survival in modern society. In this regard, this study examined effect of social studies curriculum assessment methods and development of responsibility among pre-primary school learners in Nairobi City County, Kenya. Specific objective was to determine influence of observation, oral questions and portfolio assessment on development of responsibility among learners. Descriptive survey design guided the research process while primary data were sourced from 98 teachers who were purposively selected from 211 pre-primary schools. A questionnaire, observation schedule and documentary analysis were used as data collecting tools. Data was summarized and organized according to research variables and arranged in themes for analysis. Multiple Intelligences theory was used to explain ways in which assessment strategies impact on development of responsibility. With appropriate assessments, learners, teachers and parents remain informed about depth in learning achievement, rate of progress and decision to undertake. Findings of the study showed that portfolio was most efficient assessment method used in determining responsibility which was closely followed by observation and lastly oral questions. Learners demonstrated responsibility through interdependence, active stewardship, respect for diversity and self-refection. The study recommends alignment of social studies curriculum pedagogy to authentic assessment methods for realization of Vision 2030 and sustainable development.},
year = {2022}
}
TY - JOUR T1 - The Position of Social Studies Curriculum Assessment Methods in Developing Responsibility in Early Learning Centres in Nairobi, Kenya AU - Ganira Khavugwi Lilian Y1 - 2022/11/14 PY - 2022 N1 - https://doi.org/10.11648/j.ijeedu.20221104.12 DO - 10.11648/j.ijeedu.20221104.12 T2 - International Journal of Elementary Education JF - International Journal of Elementary Education JO - International Journal of Elementary Education SP - 92 EP - 100 PB - Science Publishing Group SN - 2328-7640 UR - https://doi.org/10.11648/j.ijeedu.20221104.12 AB - Assessment provides practical information for gathering data to determine extent to which learners demonstrate desired learning outcomes in line with 21st Century skills. As demonstrated by sustainable development goals, education system aims at developing informed and functional citizens for survival in modern society. In this regard, this study examined effect of social studies curriculum assessment methods and development of responsibility among pre-primary school learners in Nairobi City County, Kenya. Specific objective was to determine influence of observation, oral questions and portfolio assessment on development of responsibility among learners. Descriptive survey design guided the research process while primary data were sourced from 98 teachers who were purposively selected from 211 pre-primary schools. A questionnaire, observation schedule and documentary analysis were used as data collecting tools. Data was summarized and organized according to research variables and arranged in themes for analysis. Multiple Intelligences theory was used to explain ways in which assessment strategies impact on development of responsibility. With appropriate assessments, learners, teachers and parents remain informed about depth in learning achievement, rate of progress and decision to undertake. Findings of the study showed that portfolio was most efficient assessment method used in determining responsibility which was closely followed by observation and lastly oral questions. Learners demonstrated responsibility through interdependence, active stewardship, respect for diversity and self-refection. The study recommends alignment of social studies curriculum pedagogy to authentic assessment methods for realization of Vision 2030 and sustainable development. VL - 11 IS - 4 ER -
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