Abstract
The purpose of the study was to establish Teachers’ Perception on progress monitoring record as a Method of Assessment of Holistic Development among lower public primary school learners in Kisumu Central Sub-County Kisumu county Kenya. The Global Holistic Human Development and Identity Formation Theory by Maehr and Braskamp guided the study. The research design employed was mixed method approach particularly the concurrent triangulation design.The target population for the study was 234 lower primary school teachers, 90 ECDE teachers, 30 head-teachers and 3 DICECE officers and a sample size of 186 participants was used.Stratified random sampling and purposive sampling techniques were used to select study participants. The instruments used in the study were questionnaires and interview schedules. Validity of the instruments was ensured by expert judgment of the university lecturers while the reliability was ensured by internal consistency and a reliability coefficient of 0.892 was reported. Trustworthiness of qualitative data was also ensured. Quantitative data was descriptively analysed by the use of percentages, frequency counts and mean while Qualitative data was analysed using Thematic Analysis.The study found that, social domain, intellectual domain, physical domain, emotional domain, spiritual domain, and moral domain are effectively assessed by progress monitoring method of assessment. The study further revealed that progress monitoring record method of assessment is very effective when teachers want to trace performance of individual learner and in organizing remedial work. The study recommended that all ECDE practitioners should be encouraged to embrace progress monitoring record method of assessment. DOI: 10.5901/jesr.2015.v5n3p151
Highlights
Every one of us is on a journey, a journey of life in which we grow, change, and develop along several dimensionsintellectual, social, civic, physical, moral, spiritual and religious
The study findings revealed that, whereas only 25.68% of the respondents thought that the method is not very effective in measuring emotional development, nearly three quarters (74.13%) of the teachers who participated in the study agreed that progress monitoring record methods of assessment effectively assess emotional development of Early Childhood Development and Education (ECDE) learners
The study findings revealed that almost all participants held the view that progress monitoring record methodsof assessment effectively assess holistic development of ECDE learners
Summary
Every one of us is on a journey, a journey of life in which we grow, change, and develop along several dimensionsintellectual, social, civic, physical, moral, spiritual and religious. We do so holistically, that is, we simultaneously develop our mind, sense of self, and relationships with others. We are engaged in meaning making, that is, making sense of our journey in life. Making sense of the world in which we live is an intellectual pursuit since as we develop most of us become more complex and integrated in our thinking, feeling, and behaving (Maehr and Braskamp, 1986). Finding meaning in our experiences is motivating, these experiences become an integral part of who we are as persons with goals, values, and encounters with the world around us. Assessment on the other hand is the process of collecting and analysing information about a student’s development and progress towards desired learning outcome (Yu,ChongHo, 2005)
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