Investigating primary school teacher’s knowledge of creating and using rubrics to improve learning: a case of public primary schools, Kisumu County in Kenya


Cecilia Awuor

Date of Award


Document Type


Degree Name

Master of Education (MEd)

First Supervisor/Advisor

Dr. Winston Edward Massam


Institute for Educational Development, East Africa


Assessing learners using rubrics is an essential tool in the current competency-based curriculum being rolled out in Kenya. There are however limited studies in Kenya investigating teacher's knowledge of creating and using rubrics for assessment. To fill this gap, a case study of two primary schools was conducted in Kisumu Central Zone. This study aimed to investigate primary school teacher's knowledge of creating and using rubrics to improve learning in public primary schools. The study's research questions were framed to find out if teachers knew about creating and using rubrics. Data was collected using unstructured questions on the interview guide and the document analysis of the lesson plan, rubrics, and learner's progress records. The study adopted a qualitative design approach and used interviews for headteachers and teachers which were guided by the research questions. From the study, it emerged that teachers knew what rubrics are and that they had learned about rubrics in the workshops which were organized by the Teachers Service Commission (TSC) upon the introduction of the competence-based curriculum. However, they had not acquired much-needed skills in creating and using rubrics in class. It is noted that most of them could not describe the performance criteria and performance definition. The only level they mastered was the level of performance but again they argued that the level did not give an accurate description of the learner. This negatively impacted the teacher's performance or assessment using rubrics. Analysis of data from the interviews found that despite all the challenges teachers faced they agreed that there was an improvement in the learning outcome. This study recommends enough time allocation for proper training of teachers on how to create rubrics to improve pupil’s learning.

This document is available in the relevant AKU library