The Influence of Summative Evaluation on Classroom Practices in Rarieda Sub-County, Kenya

Abstract

This study investigated the perceptions on summative evaluation and its influences on the teachers’ classroom practices among secondary schools in Rarieda Sub-county in Kenya. The study was guided by the extrinsic and intrinsic motivational theories. It employed the descriptive and correlational research designs. Stratified and simple random sampling techniques were used to obtain the sample of 250 teachers who participated in the stud through questionnaire and focus group discussion. Data was analyzed descriptively, thematically and through Pearson Correlations. The study revealed that the teachers had positive perceptions of both the classroom summative evaluation and national examination. In addition, the study established that there is significant relationship between perceptions on classroom summative evaluation and classroom management (r=.264), formative assessment (r=.383) and syllabus completion (r=.192) and between perceptions on national examination and lesson preparation (r=.281), lesson implementation (lowerorder/higher-order) (r=.183), (r=.281), classroom management (r=.451) and formative assessment (r=.541). The study recommended that teachers should give their focus to students’ acquisition of attitudes, values and skills that are needful in this century. They should also adopt good classroom practices to ensure in-depth learning.