Upembuzi wa Vigezo vya Upimaji wa Stadi ya Kuzungumza Kiswahili katika Gredi ya Sita Nchini Kenya

Abstract

SWAHILIUtafiti huu ulitathmini mikakati ya upimaji wa stadi ya kuzungumza katika Gredi ya Sita (G6) magharibi mwa Kenya, uliolenga vigezo vya KICD na kuongozwa na Nadharia ya Mawasiliano ya Dell Hymes. Stadi ya kuzungumza ni kipaumbele katika Mtaala wa Umilisi (MU) nchini Kenya kwa ajili ya kukuza mawasiliano na ushirikiano. Utafiti ulitumia mkabala mseto na muundo wa usorovea fafanuzi katika kaunti nne za Kenya. Data ilikusanywa kutoka kwa walimu kupitia hojaji, mahojiano, na uchanganuzi wa nyaraka, kisha ikachanganuliwa kiwingiidadi na kithamano. Kati ya walimu 355 walioteuliwa kwa usampulishaji makusudi, walimu 341 (96%) walijaza hojaji kikamilifu. Matokeo makuu ya utafiti yanaonyesha kuwa ingawa walimu wengi wana uelewa wa mwongozo wa KICD unaozingatia vigezo sita vya tathmini ya kimilisi na kusisitiza matamshi pamoja na mijadala ya makundi, bado kuna udhaifu katika ufikiaji wa mwongozo huo na utekelezaji thabiti wa vipengele vya sarufi, msamiati, na ujasiri wa wanafunzi darasani. Kwa hitimisho, vigezo vya KICD vimefanikiwa kuimarisha uwezo wa kujieleza na matamshi ya wanafunzi wa Gredi ya Sita, lakini bado kuna haja ya kuziba mapengo yaliyopo. Ili kufikia ubora unaotarajiwa, utafiti unapendekeza kuwa taasisi za elimu ziharakishe usambazaji wa nyaraka za mtaala, zipanue maudhui ya warsha mbalimbali za walimu ili yajumuishe sarufi na msamiati, na ziingize kikamilifu matumizi ya teknolojia ya kisasa katika mchakato mzima wa upimaji wa stadi ya kuzungumza Kiswahili. ENGLISHThis study evaluated strategies for assessing Kiswahili speaking skill among Grade 6 learners in western Kenya, focusing on KICD assessment parameters and guided by Dell Hymes’ Communication Theory. Speaking skill is a key component of the Competency-Based Curriculum (CBC) in Kenya because of its importance in communication and collaboration. The study employed a descriptive survey design in four counties in western Kenya. Data were collected from Kiswahili teachers through questionnaires, interviews and document analysis, and analysed quantitatively and qualitatively. Of the 355 sampled teachers, 341 (96%) responded to the questionnaire. The findings showed that most teachers had attended workshops that enhanced their understanding of essential CBC content. The study further established that teachers had an understanding of KICD assessment parameters, which emphasise six competency-based assessment criteria, including pronunciation and group discussions. However, challenges remained in accessing assessment guidelines and consistently implementing aspects related to grammar, vocabulary and learners’ confidence in speaking. The findings indicate that KICD assessment parameters have contributed to improving learners’ ability to express themselves and their pronunciation, although gaps remain in their implementation. The study recommends wider distribution of curriculum documents, strengthening teacher workshops to include grammar and vocabulary, and greater integration of modern technology in assessing Kiswahili speaking skill. These measures would enhance learners’ speaking proficiency and promote effective, fair and consistent assessment. Keywords: Competency-Based Curriculum, Grade 6, Kiswahili, Language Assessment Criteria, Speaking Skill