A SURVEY OF AUTHENTIC ASSESSMENTS USED TO EVALUATE ENGLISH LANGUAGE LEARNING IN NANDI CENTRAL SUB-COUNTY SECONDARY SCHOOLS, KENYA

Authors

Authentic, assessment, English, instruction, secondary schools

Authentic assessment can be an effective means in attaining transformative education because it seeks to

discover whether students can apply what they have learned in the classroom and solve problems in authentic

real life situations. This study is a survey of authentic assessment implementation in English instruction in

secondary schools in Nandi Central sub-county. Data were gathered from 174 selected high school students in

Nandi Central sub-county using a questionnaire. Results of the study showed that students have limited

understanding about what authentic assessments is all about and not sure whether their teachers are intentionally

applying them in their English classes. Further, this study discovered that the most common type of authentic

assessments applied are group performances such as debate, panel discussion, and cooperative learning and also

performance products such as drawings, illustration, posters and essays. The least applied authentic assessment

techniques are portfolios, observations and interviews. One of the greatest benefits for the students is the

development of their confidence to accomplish those real -life tasks assigned to them and also being actively

engaged in worthwhile learning activities. It is recommended that teachers of English should undergo training in

authentic assessment and be intentional in applying them in teaching and learning

Judith Ojung’a

University of Eastern Africa, Baraton, P. O. Box 2500-30100, Eldoret, Kenya
Daniel Allida

University of Eastern Africa, Baraton, P. O. Box 2500-30100, Eldoret, Kenya