To Determine the Effects of the Role of Examinations on the Development of All-Inclusive Learners in Secondary Schools Nyeri County, Kenya

Wachiuri, Reuben Nguyo; L.Nonglait, Badari Shisha; Kimathi, J.

doi:10.9790/7388-0703036265

Cited by 3 publications

(4 citation statements)

References 3 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Hence, writing high-quality exams that include both HLQs and LLQs plays a crucial role in helping students achieve the target learning outcomes and evaluate their level of proficiency in a specific course (Wachiuri et al, 2017 ). The HLQs help students deepen the learning materials and promote their critical thinking mindset and creativity.…”

Section: Introductionmentioning

confidence: 99%

Using Bloom’s taxonomy to evaluate the cognitive levels of Primary Leaving English Exam questions in Rwandan schools

2022

View full text Add to dashboard Cite

This qualitative study investigates the cognitive levels of the questions used in the English primary six leaving examinations administered in Rwandan schools from 2013 to 2019. We used the revised Bloom’s Taxonomy to scrutinize the cognitive levels of 574 exam questions. The findings revealed a remarkable predominance of the lower-order thinking skills (LOTS) (98.79%) over the higher-order thinking skills (HOTS) exam questions (1.21%). The study addresses the gap in the current literature on high-stake and accountability-driven assessment practices regarding the language educational policies involving the use of English as a classroom language and curriculum reforms in postcolonial contexts. In particular, the study provides education practitioners and decision-makers with a body of knowledge conducive to writing high-quality exams that are likely to boost effective instruction and higher student learning and success in schools and beyond.

show abstract

Section: Introductionmentioning

confidence: 99%

Using Bloom’s taxonomy to evaluate the cognitive levels of Primary Leaving English Exam questions in Rwandan schools

2022

View full text Add to dashboard Cite

show abstract

“…The findings by Ndawi and Maravanyika (2011) align with the conclusion that hasty coverage of the syllabus is a consequence of focusing on examinations. These researchers reported that teachers adapt methods that will help students pass their examinations, including omissions of contents that do not feature regularly in examinations, despite the negative impact they might Wachiuri et al (2017) conquered this highly examination-oriented practice, arguing that it affects the education process, socialisation, and ability to learn beyond studying for testing requirements.…”

Section: Haste Coverage Of Syllabusmentioning

confidence: 99%

“…Due to the advantages of effective curriculum implementation, many nations in the world have adopted teacher-learner approaches that enhance its attainment. For example, in America today, teachers' training focuses on preparing teachers who will be able to train learners who are technologically literate and promote a conducive environment for the acquisition of skills, values, and attitudes, all of which are meant to promote holistic learning, which in turn produces holistic learners (Wachiuri et al, 2017).…”

Section: Introductionmentioning

confidence: 99%

“…In Europe, education is offered to prepare citizens who are creative, innovative, and flexible enough to accommodate and adjust to the fast-changing world (Mkandawire 2015). Moreover, education in Russia, for instance, focuses on preparing learners who not only appreciate nature and creation but also understand how they can collaborate to create better products that enhance quality of life (Wachiuri et al, 2017). Despite the paradigm shift in teacher-learner approaches and the observed importance of effective implementation of curriculum, most African countries do not effectively implement their curriculum.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

The Status, Strategies, and Consequences of Focusing on National Examinations in Secondary Schools’ Curriculum Implementation: The Case of Mbeya City, Tanzania

Msangi

2024

MJRD

View full text Add to dashboard Cite

Effective curriculum implementation enhances lifelong learning and is cemented by a holistic education practice. However, previous studies indicated the prevalence of an examination-focused approach to education delivery among secondary schools in Mbeya City, Tanzania. As such, the present study aimed to examine the current status, strategies, and consequences of secondary schools’ focus on national examinations. The study used a qualitative research design, purposively sampling twenty-four (24) well-informed respondents from four (4) secondary schools in Mbeya City. The findings revealed that secondary schools are still emphasising success in national examinations, adopting strategies that include conducting extra-class sessions, administering weekly and monthly tests, and establishing temporal dormitories. Consequently, these strategies deprive students of holistic learning and fail to align with secondary education objectives. The study recommends that regulators and secondary schools should consider adherence to curriculum objectives and the inclusion of extracurriculars as critical milestones for successful learning.

show abstract

Neoliberalism and the barriers in inclusive education

Mutuota

2024

SAJE

View full text Add to dashboard Cite

Tensions exist between providing inclusive education in mainstream classrooms and market-driven neoliberal values such as academic success and school ranking. These values impinge on teachers’ responsibilities to teach students with disabilities. Schools are ranked based on students’ performance in national examinations and schools sometimes use unscrupulous methods to achieve good results. In a culture that ranks schools based on test results, the schools themselves find it hard to embrace the idea of inclusion and some will use a variety of means to exclude students with disabilities to maintain their high rating. In this article we explore how some key tenets of neoliberalism in inclusive education, such as testing mechanisms to leverage accountability and improvement, inter-school competition, marketisation of education and parental choice, among others, affect the provision of education to students with disabilities in Kenya. We highlight how neoliberalism has affected inclusive education in Kenya and explain how hegemonic neoliberal culture has changed the way schools operate and how teachers teach. We also show how neoliberal culture in schools helps exclude students who are different from the norm.

show abstract

To Determine the Effects of the Role of Examinations on the Development of All-Inclusive Learners in Secondary Schools Nyeri County, Kenya

Cited by 3 publications

References 3 publications

Using Bloom’s taxonomy to evaluate the cognitive levels of Primary Leaving English Exam questions in Rwandan schools

Using Bloom’s taxonomy to evaluate the cognitive levels of Primary Leaving English Exam questions in Rwandan schools

The Status, Strategies, and Consequences of Focusing on National Examinations in Secondary Schools’ Curriculum Implementation: The Case of Mbeya City, Tanzania

Neoliberalism and the barriers in inclusive education

Contact Info

Product

Resources

About