Exploring the Impact of Innovative Assessment Methods on Learning Outcomes in English Language in Selected Public Junior Schools in Uasin Gishu County Kenya

Abstract

Abstract

Public junior schools in Kenya continue to experience challenges in enhancing English language learning outcomes due to overreliance on traditional assessment methods that emphasized rote memorization over practical language use. Despite the rollout of the Competency-Based Curriculum (CBC), the integration of innovative assessment methods remains limited. This study investigated the impact of Innovative assessment methods on English language  learning outcomes in Selected  public junior schools in Uasin Gishu County, Kenya. Specifically the study focused on four assessment methods; Project-based assessment, portfolio assessment, peer assessment and self-assessment. A convergent parallel mixed methods design was employed. The quantitative phase involved pre- and post-tests administered to 240 learners while qualitative data were collected through interviews with English teachers. Quantitative findings revealed statistically significant improvements in English scores across all four assessment methods. Project-based assessments showed the highest mean gain of 14.6 points, followed by portfolios (13.4), peer assessment (11.3), and self-assessment (11.1), with all p-values < 0.001. ANOVA results confirmed significant differences in post-test performance across the methods (F = 16.45, p < 0.001). Qualitative findings supported these outcomes, with teachers reporting improved learner engagement, creativity, critical thinking, and reflective writing. Learners also expressed greater confidence and ownership of their learning through these strategies. The study concluded that innovative assessment methods enhance both academic achievement and learner-centered competencies. The study recommended mainstreaming these strategies in CBC implementation, training teachers on assessment literacy, and developing standardized rubrics and tools for consistent application across schools.

Keywords: English Language learning outcomes, Innovative assessment, Project-based learning, peer assessment, self-assessment, portfolios, Competency-Based Curriculum, Kenya.