Perception of Self-Assessment in A Self Regulated Learning Strategy within a Competency Based Education Classroom Setting In Secondary Schools in Kenya

Abstract

The intent of this study was to investigate a formative assessment, alternative assessment strategy in nature, specifically ‘Self-Assessment (SA)’. The study was guided by ‘constructivist ‘approach to learning while applying the ‘Self Regulated Learning (SRL).’ The intent was to determine the effectiveness and efficiency of Self Assessments applied in the classroom of secondary schools in Kenya. The concern was to determine the extent to which SA as an enabler of assessment and learning leads to authentic realities of 21^st Century skills. The skills desired was critical thinking and metacognitive skills leading to problem solving and creativity. This was done by determining the type of SA tool of choice, the perception of the learners and teachers after the effect of using SA in classroom setting. The design was experimental using qualitative and quantitative approaches while applying likert-scale using means and percentages. The results show that, performance on SA as a tool for evaluation was below the threshold of accepted practice. Perceptions arising depict the learners as not yet enabled by the Self Assessment process to better understand the process and to apply the process towards maximizing their cognitive skills, knowledge and acquisition of relevant behavior attributes. This means learners are not yet able to determine their pathways of learning and to discover their capacities. Neither are the learners able to act as fully independent and autonomous. Issues arising can be summarized in terms of opinions arising as perceived in that, traditional approaches to assessment was still preferred, that SA was time consuming, there was a sense of lack of expertise. Use of SA tools was not broad, discourse was preferred. Key attributes were also not well perceived to be actualized, consider critical inquiry, better thinking, being analytical. Of concern was lack of a sense of independence. Further, there was not much gain in mathematics performance. One may conclude that guided by the theoretical perspectives SA, it may not have led to students reaching the threshold of skills required for 21^st Century, or critical inquiry and metacognitive skills as well as self determination. This study was important as Kenya is in the process of implementing its Curriculum Based Curriculum(CBC).