Examinations as an Instrument for Strengthening Pedagogy: Lessons from Three Decades of Experience in Kenya
Resource type
Journal Article
Authors/contributors
- Wasanga, Paul (Author)
- Somerset, Anthony (Author)
Title
Examinations as an Instrument for Strengthening Pedagogy: Lessons from Three Decades of Experience in Kenya
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.
Publication
Examinations as an Instrument for Strengthening Pedagogy: Lessons from Three Decades of Experience in Kenya
Volume
20
Issue
4
Pages
385-406
Date
20130101
Language
eng
ISSN
0969-594X
Extra
an: EJ1020407; source: Assessment in Education: Principles, Policy & Practice; docTypes: Journal Articles ; Information Analyses ; Reports - Evaluative; pubTypes: Academic JournalReport;
Citation
Wasanga, P., & Somerset, A. (20130101). Examinations as an Instrument for Strengthening Pedagogy: Lessons from Three Decades of Experience in Kenya. Examinations as an Instrument for Strengthening Pedagogy: Lessons from Three Decades of Experience in Kenya, 20(4), 385–406. https://doi.org/10.1080/0969594X.2013.833499
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