Teachers’ Use of Portfolio Assessment to Measure Children’s Learning in Public and Private Primary Schools in Bungoma County, Kenya.

Abstract

This study investigated the use of portfolio assessment among teachers in public and private primary schools in Bungoma County, Kenya. Specifically, it explored the extent of portfolio use, types of portfolios employed, and challenges faced by teachers. Data were collected through questionnaires and interviews from 80 teachers, and analyzed using descriptive statistics and independent t-tests. The study used a purposive sampling approach to select three sub-counties (one in the west, one in the centre and one in the east). A stratified random sample was used to sample 80 institutions, including both public and private schools. In each school, teachers in the third grade were purposively selected. Reliability was established by a re-test method in which the same participants were re-surveyed with the questionnaire and interview questions within a two-week interval. Using Pearson's correlation coefficient of moments, a coefficient of 0.74 was found, indicating that the instruments were reliable. Findings revealed high usage (92.5%) of portfolio assessment, with assessment portfolios being the most preferred type. While private school teachers had slightly higher usage rates, the difference was not statistically significant (p = .513). Challenges included inadequate parental support, poor storage facilities, limited training, and learner-related issues, with public school teachers experiencing more difficulties. Additionally, many teachers lacked clarity on portfolio types and application. The study concluded that while portfolio assessment is widely adopted, its effective implementation is hindered by systemic and contextual challenges. It recommends enhanced training, improved infrastructure, parental engagement, and supportive school policies.