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Examinations as an instrument for strengthening pedagogy: lessons from three decades of experience in Kenya.
- Source :
- Assessment in Education: Principles, Policy & Practice; Nov2013, Vol. 20 Issue 4, p385-406, 22p
- Publication Year :
- 2013
-
Abstract
- This paper starts with an analysis of the twin purposes of an examination reform programme originally launched in Kenya during the 1970s: first, to broaden the spectrum of cognitive skills being tested; and second, to set up a feedback system based on the performance profiles, providing schools and teachers with guidance as to how pedagogy and learning might be strengthened. Then, in a change of time perspective, the paper looks back over 30 years of implementation experience, examining the reasons why some components of the original programme have proved more sustainable than others. A final section discusses three key issues which have emerged in recent years, and considers their implications for policy. [ABSTRACT FROM PUBLISHER]
Details
- Language :
- English
- ISSN :
- 0969594X
- Volume :
- 20
- Issue :
- 4
- Database :
- Complementary Index
- Journal :
- Assessment in Education: Principles, Policy & Practice
- Publication Type :
- Academic Journal
- Accession number :
- 91968117
- Full Text :
- https://doi.org/10.1080/0969594X.2013.833499