Relationship Between Teachers’ Training and use of Portfolio Assessment to Measure Children’s Learning in Bungoma County, Kenya.

Abstract

Portfolio assessment was identified as an effective strategy to monitor the performance of learners in the competency-based learning (CBC) system. While previous research has focused to a large extent on the general implementation of CBC, this study aimed to establish the relationship between teacher training and the use of portfolio assessments. The study also sought to identify training strategies to support optimal portfolio valuation. The study used a correlation design. Questionnaires and interviews were used to collect data from teachers and parents of grade three learners. The study found a strong correlation between teacher training and portfolio use. Teachers, however, claimed that training was carried out in a hurry and that the methods used were primarily focused on the trainer. The study recommends that adequate time for training and more hands on experience be devoted to demonstrating their competences