Influence of Teacher In-service Training on Assessment of Students and Feedback in Public Secondary Schools in Mumias District, Kakamega County – Kenya Maende Justus Barasa*, Mbayah Judith Tsisiga**, Kakai Bertha Mating'i***, Ogweno Peter Oyier**** *Faculty, Maseno University, Bukura **School of Education, Mount Kenya University, Buyofu ***School of Education, Kenyatta University, Bukura ****Faculty, Education and Community Studies, Egerton University, Bukura Online published on 5 July, 2014. Abstract Teachers in Mumias District attend In-service training (INSET) in their respective areas of specialization. Though it is expected that performance in Kenya Certificate of Secondary Education (K.C.S.E) examination should improve, the number of students who achieve quality grades in K.C.S.E examination in Mumias District was on decline as in 2008, 2009 and 2010, 17.51%, 15.53% and 13.84% of the candidates respectively were selected by Joint Admissions Board (JAB) to join Public Universities. The purpose of this study was to establish the level of influence of INSET on student assessment and feedback in public secondary schools in Mumias District. The specific objective of the study was to find out influence of INSET on student assessment and feedback in the teaching and learning process. The study adopted descriptive survey design. The population of the study consisted of one District Quality Assurance and Standards Officer (DQASO), 33 Head teachers, 165 Head of departments (HODs), 393 teachers and 4786 Form 3 and 4 students drawn from 33 schools. Saturated sampling technique was used to select one DQASO, 30 Head teachers and 150 HODs. Simple random sampling technique was used to select 131 teachers while 360 students were selected based on Israel's formula of determining sample size. Data were collected by use of questionnaire, interview schedule, document analysis guide and Focus Group Discussion (FGD) guide. To ensure reliability of the instruments of data collection, a pilot study was carried out Validity of the instruments was determined by research experts at the Department of Educational Management and Foundations of Maseno University. Quantitative data from closed-ended parts of the questionnaire were analyzed using descriptive statistics in form of percentages, frequency counts and means while qualitative data from open-ended parts of the questionnaire, interview schedules, document analysis and FGD were analyzed on an on-going basis as themes and sub-themes emerged. The findings indicated that INSET highly influenced examination setting, marking and preparing students for examination. Top Keywords In-service Training, Teaching and learning process, Student assessment, Teacher Effectiveness, Assessment feedback. Top |