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Using assessment feedback for decision-making at the school level in Kenya

Examination bodies have assessment data which if analyzed and shared can inform decisionmaking at various levels. As a principle, assessment data provides feedback that supports the learning processes but most of the assessment data remains frozen and under-utilized. This study sought to investigate the use of end of primary cycle school-specific three year summative assessment trends reports by classroom teachers, school heads, members of the school board and quality assurance officers and how they shaped individual and institutional decision-making at the school level. Relevant literature on practices of decision-making pointing to the down-up approach and evidence of its impact were reviewed. The qualitative case study design with qualitative approach to data collection and analysis was used. Out of a target population of 4000 primary school under pilot study, 50 primary schools were randomly sampled to participate in the study. Using Questionnaires, guided interviews were conducted among 50 teachers, 50 school heads, 20 members of school boards and 10 quality assurance officers. Both qualitative and quantitative analysis of data was used. Reflective and interpersonal analysis approach was used to analyze qualitative data for clues, patterns, and problem-solving strategies in order to shape the necessary categories of decisions made. The findings showed that teachers and head teachers used the school-specific assessment reports to make individual and institutional decisions ranging from subject topics to teach better to instructional materials to prioritize. School board members reported having a guided way of allocating available resources based on evidence availed by assessment reports of their schools. Quality assurance officers reported using them to map out schools and make administrative decisions on teacher-support in their precincts. The study recommends that examining bodies should use assessment data by mining and refining it for sharing to various target groups for informed decision-making at the school level.

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