The influence of evaluation techniques used by teachers on pupils’ academic performance in elgeyo marakwet county, kenya

The most important influence on pupils’ learning is the quality of teaching, which is a challenge because most schools have not attained it. The study sought to find out the influence of evaluation techniques used by teachers on pupils’ academic performance in Kenya. The study was conducted in Elgeyo Marakwet County, specifically Chepkorio Division using a descriptive survey research design. The target population comprised primary schools, teachers and head teachers from the area. The study used stratified random sampling and simple random sampling techniques. A sample size of 180 teachers and 18 head teachers were selected. Collection of data involved the use of questionnaires, interview guides and observation schedules. The collected data was analyzed using both descriptive and inferential statistics. Descriptive statistics, like frequencies, percentages and means, were used. Inferential statistics involved the use of Chi-square tests in order to establish relationships between the variables. Qualitative data was thematically analyzed for discussions in the study. From the findings, the respondents agreed that the teachers mostly use written exams, continuous assessment tests and assignments to evaluate the performance of their pupils. This enables the teacher to know the achievement of a pupil after a period of instruction so as to decide whether the learner has attained the desired behavioural change or not and thus find ways of assisting those who are lagging behind in academic performance and in so doing they will improve the performance of their pupils a great deal. Other respondents did not agree on the reliance of scores on written tests to competence and consequently a benchmark; they argued that there are gifted children who may not do poorly in exams but are good in practical subjects and extracurricular activities. They therefore did not agree with the notion that the most important manifestation of quality education has to do with literacy, cognitive abilities, performance and progression to higher levels of learning. It is thus recommended that schools’ administrators and teachers should use a variety of evaluation techniques such as tests, exercises, interviews or exams: other alternative assessments like homework, class work and project are also highly advisable. This paper provides educational planners and administrators with insight into teachers’ pedagogical competence and the cause of poor academic performance in some Kenyan primary schools.