The use of informal portfolios as the assessment format was in a large extent embraced and in classroom and it involved the use of teacher centered instruction method where the teacher used the chalkboard and the textbook during instruction. The pupils were required to master different study areas in a rote learning process through repetitive reading and cramming. The learner is also grilled through a series of sound recognition, reading stories and the ability to master phonemes and constructions of examples. The assessment involved is fluency, reading accuracy and comprehension. The learners also did exams with multiple choices or filling the gaps.
This assessment culture was accepted in the school by the teachers, parents and the school management board because it would be difficult to convince the school management and parent on the need for change. They viewed as only to understand the strong and weak students in class and a way to make the learners read repeatedly in order to master the concept. They also termed it as the only method to rank the students according to their performance and those that failed in the exams would repeat the class.
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However, I made a proposal on the use of standardized screening assessment. This would gauge the learner’s social communication adaptation when the child enrolls in the school. It would help in early assistance by offering personalized attention to learner. It would also enhance the expressive ability and articulation of sounds understanding language and Social emotional differences in the pupils in early age at school This would help gauge the effectiveness of the program on whether or not to switch to another. This would be incorporated to the earlier informal system they used or implement it in phases so as to suite the pupils and the teachers.
