INFLUENCE OF ASSESSMENT METHODS ON STUDENTS’ ACQUISITION OF ENGLISH READING SKILLS IN SECONDARY SCHOOLS IN KENYA
DOI:
https://doi.org/10.46827/ejes.v11i2.5201Parole chiave:
reading skills, assessment, instruction, acquisition, pedagogy, professionalAbstract
This article examines assessment methods used when teaching English reading. The study sought to ascertain the most frequently used assessment methods in the teaching of English reading and the influence of assessment methods used on the acquisition of English reading skills in Kenya. This study employed a descriptive survey research design and involved form three students and 40 teachers of English language from 20 public secondary schools drawn from Teso North Sub-county. The sample size was obtained using stratified and simple random sampling techniques. Data was generated using questionnaires, interview schedules, and classroom observation schedules. Data was analyzed using descriptive and inferential statistics. Descriptive statistics involves the computation of frequencies, means, standard deviations, and percentages. Inferential statistics included pairwise correlation and logistic regression analysis. The results show that teachers frequently used comprehension tests, diagnostic reading, and Cloze test to assess learners’ acquisition of English reading skills. While oral presentation, timed reading, and book reports were the least used assessment methods. The study findings confirmed that there was a significant relationship between assessment methods used and the acquisition of English reading skills. The study concludes that teachers of English language should use effective assessment methods as provided in the syllabus. There is a need for teachers’ professional development in pedagogy as they require knowledge of effective assessment methods for English reading skills.
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