Implications of English language teacher’s assessment techniques on students’ learning outcomes in public secondary schools.

Abstract

The main purpose of this study was to establish from teachers of English language and students, the ways in which content expertise for English Language teachers defines learning outcomes. This was geared towards enabling readers understand the ways in which teachers of English Language handle tasks that create positive impact. The study was conducted on a sample of 208 respondents obtained from a population of using stratified and simple random sampling techniques. The study used mixed methods research design. The findings revealed that teachers’ creation of opportunities for students to demonstrate possession of skills is related to development of reading skills and if students are allowed to demonstrate the skills they possess, they are able to exhibit speaking skills in various ways. Furthermore, reading together is essential in the learning of new materials. The results indicate that it is easier for students who read tests in groups to discover more about poetry and novels, thus, obtaining new information, which translates into exposure to reflect what would be required in the English Language curriculum. The use of body language also influences learners’ outcomes especially in terms of; learning new materials that are pick up poetry books, pupils difficulty recalling material from previous day’s lessons and quality of pupils’ reading skills. The study recommends the use of extra materials especially where the student enrollment rate is very high. This is intended to make sure that performance for each student is monitored at individual level without compromising efforts of slow learners. It also recommends that while preparing lessons for teaching, learners’ expectations should be incorporated.