From High-Stakes to Low: How Kenya’s Test Reforms Affect Teaching Practices

Amani Karisa, Moses Ngware, Francis Kiroro, Mulusew Jebena, Obiageri Azubuike and Jack Rossiter
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Amani Karisa: The African Population and Health Research Center
Moses Ngware: The African Population and Health Research Center
Francis Kiroro: The African Population and Health Research Center
Mulusew Jebena: The African Population and Health Research Center
Obiageri Azubuike: Independent
Jack Rossiter: Center for Global Development

No 702, Working Papers from Center for Global Development

Abstract: Exams influence how teachers teach, but most of our understanding comes from cross-sectional studies in OECD countries, particularly the USA. These dynamics might not apply elsewhere. We surveyed 321 Kenyan teachers during their transition from high- to low-stakes assessments in primary schools—the first major assessment reform in nearly 40 years. Our findings suggest that while the stakes for students have fallen, teachers still perceive these 'low-stakes' assessments as impacting their appraisals, career progression, and school reputation. Despite this, respondents generally view assessments as positive motivators and useful tools, and classroom practices show many similarities regardless of assessment type. However, the transition may be altering the pathways through which assessments influence teaching. Regular classroom assessments are becoming more central and are already shaping instructional strategies. Additionally, local tests, which fall outside the main reform, exert significant influence on how teachers approach their work.

Pages: 35 pages
Date: 2024-09-05
New Economics Papers: this item is included in nep-dev and nep-ure
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