Global Journal of Human Social Science, G: Linguistics and Education, Volume 22 Issue 4

The notion of evaluation, both summative and formative, unfortunately has been used in Kenya significantly in assessing the cognitive domain of learning. Even test items in KCPE and KCSE in religious subjects indicate that they merely test the cognitive domain, of the religious content. Thus, a child who scores highly in these subjects does not necessarily designate that he/she is morally upright and of good character. The evaluative criterion requires that for effective implementation of MGE in Kenya, non-moral and the moral attributes should be evaluated using test items that actually measure such learning outcomes. Thus the need to put in place a method of measuring MGE qualitatively rather than the quantitative approach of evaluation. The criterion may need incorporation of formative evaluation in the name of Continuous Moral Evaluation (CME) as a model that would rely heavily on observation of the behavior of learners. This can be completed by introspection in which the learners are given opportunity to engage in self-evaluation call it metacognition. All these should have well worked out matrix or schedules for observations and reports. This is why the study proposes for an evaluation strategy that seeks to cover all these aspects. In other words, the overall measure of success (performance) at the end of any learning cycle is thus the mean achievement of both non-moral and moral aspects of education as illustrated below: General Success Measure= 2 Mean score of Cognitive domain + Mean score of affective domain Mean Grade = 2 Mean Grade in Summative Evaluation + Mean Grade in CME The general success measure is what was denoted as µ of implemented Aims of Edu. in chapter one in the conceptual framework (section 1.8). Consider a hypothetical case where a student Y scored an A plain in KCSE in summative evaluation at the end of a four year course. However, the same student scored a C (Plain) in CME evaluation after four years; the mean grade of such a student will be calculated thus: Mean Grade=12+5 2 =8.5; B (plain) Thus a learners’ educational achievement should not only be evaluated through summative evaluation that measure non-moral goals of education especially intellectual abilities but also formative evaluation of MGE. Accordingly, in the suggested evaluation criterion, learners are awarded a mean score (grade) at the end of the learning cycle that reflects their true educational achievement in terms of the quality of character traits that become manifested. What value will such a grading system have as opposed to the current one in Kenya? The response to this question rests on the observation that students will care to have high scores in CME suggested since this will affect their overall performance. Definitely, irrespective of sterling performances in intellectual abilities (summative evaluation), a poor score will have a big impact on one’s final mean grade which will ultimately affect their career choices. Besides, no student will wish to have a ‘terrible ME scores’ indicated in their certificate. This approach is akin to consequentialism in terms of education. The fact that the CME proposed is a continuous process provides opportunities for learners to improve on those aspects of behavior that have been observed inadequate and as such, no student is condemned ultimately. Each is given an opportunity all year round to improve. Besides, the practice of continuous evaluation supports Aristotelian concept of habituation in character formation (Ross, 1908). d) The Pedagogical Criterion The meaning of the term pedagogy is explained in chapter two (section 2.3.4) as methods of teaching. In chapter, several methods of teaching are identified. However for the pedagogical criterion only a few may be successful in the implementation of MGE in Kenya. White (1998) argues that the methods of teaching as well as the content are very important aspects of the implementation of MGE. This study suggests three methods as the most appropriate in handling the implementation of MGE, namely; role modeling, discussion and observation. These methods have been identified as most appropriate with the support studies done by Osabwa (2016), Noddings, (1984), Gilligan (1977), Freire (1970) and Dewey (1916). All these studies have indicated that the above approaches are best suited in implementing MGE. Moreover, it was pointed out in chapter four (section 4.3) that whatever approach that the Kenyan government has previous employed to implement MGE, any that lacked dialogue and role modelling were doomed to fail. Below is a brief discussion of each of these suggested methods. VII. C onclusion There is no refutation on the fact that human beings ought to live purposely in the universe in order to make meaning of human existence. One such purpose that had been identified by Aristotle and supported in Volume XXII Issue IV Version I 38 ( ) Global Journal of Human Social Science - Year 2022 © 2022 Global Journals G Implementation of Moral Education in Kenyan Schools: A Possibility or an Illusion? Some Critical Reflections