Examinations as an Instrument for Strengthening Pedagogy: Lessons from Three Decades of Experience in Kenya

Autor/inn/en	Wasanga, Paul; Somerset, Anthony
Titel	Examinations as an Instrument for Strengthening Pedagogy: Lessons from Three Decades of Experience in Kenya
Quelle	In: Assessment in Education: Principles, Policy & Practice, 20 (2013) 4, S.385-406 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0969-594X
DOI	10.1080/0969594X.2013.833499
Schlagwörter	Foreign Countries; Exit Examinations; Change; Test Construction; Test Format; Elementary Education; Educational History; Thinking Skills; Knowledge Level; Test Bias; English; Writing Tests; Feedback (Response); Educational Change; Educational Quality; Newsletters; Private Schools; Kenya + Suchen Sie Ihr Suchwort? Ausland; Final examination; Abschlussprüfung; Wandel; Testaufbau; Testentwicklung; Elementarunterricht; History of education; Bildungsgeschichte; Denkfähigkeit; Wissensbasis; Testkritik; English language; Englisch; Writing test; Schreibtest; Bildungsreform; Quality of education; Bildungsqualität; Private school; Privatschule; Kenia
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10