ISSN 2039-2117 (online) ISSN 2039-9340 (print) Mediterranean Journal of Social Sciences MCSER Publishing, Rome-Italy Vol 6 No 3 S1 May 2015 368 Using Written Tests to assess Holistic Development of Lower Primary School Learners in Kenya Violet R. Otieno Masters student, Jaramogi Oginga Odinga University of Science and Technology Dr Benson Charles Odongo Director, Kosele Learning Centre, Jaramogi Oginga Odinga University of Science and Technology *Dr Peter J.O. Aloka Department of Psychology, Jaramogi Oginga Odinga University of Science and Technology, P.O. BOX 210, Bondo, 40601, Kenya jairopeteraloka@yahoo.com Doi:10.5901/mjss.2015.v6n3s1p368 Abstract The present study investigated the use of written tests to assess holistic development of Lower Primary school Learners in Kenya. The Concurrent Triangulation Design was employed. The sample size comprised 184 respondents who were, 122 lower primary teachers, 47 ECDE teachers and 15 primary school Head teachers.Both Questionnaire and Interviews were used to collect data.The researcher ensured validity of questionnaires through expert judgment that is with the help of lectures from Jaramogi Oginga Odinga University of Science and Technology.Moreover, the items in the questionnaire were made clearer and also arranged from simple to complex.Reliability of the instrument was tested using internal consistency and a reliability coefficient of 0.892 was reported.The quantitative data obtained from questionnaires was analysed by using descriptive statistics with the aid of Statistical Package for Social Sciences (SPSS) version 22.Qualitative data was analysed using the thematic framework.The study finding was that that intellectual development of ECDE learners was effectively assessed by written tests method of assessment. However, on the aspect of emotional development, most participants reported that written tests methods of assessment does not effectively assess emotional development of ECDE learners. Moreover, this study confirms that written tests methods of assessment did not effectively assess the social development of ECDE learners. Finally, most participants disagreed that physical growth andspiritual developments of ECDE learners is assessed well when they are given written tests. The study recommendation is that The Kenya Institute of Curriculum Development should come up with clear policies on assessment of ECDE learners so that holistic development is guaranteed during the assessment process. Keywords:Written tests, Assessment, Holistic Development, Kenyan, Lower Primary School, Learner Introduction 1. In holistic education, the teacher is not seen as a person of authority who leads and controls but is rather seen as ‘a friend, a mentor, a facilitator, or an experienced traveling companion’ (Forbes, 2006). Schools should be seen as places where students and adults work towards a mutual goal. Open and honest communication is expected and differences between people are respected and appreciated, co-operation is the norm, rather than competition. Thus, many schools incorporating holistic beliefs do not give grades or rewards. The reward of helping one another and growing together is emphasized rather than being placed above one another. The role of play in supporting children’s holistic development, ‘meta-cognitive’ and self-regulatory abilities is an area of recent research development. Meta-cognitive abilities worry our developing awareness of our own cognitive and emotional processes and expansion of policies to control them (Gronlund, 2006). It is now clearly established that children begin to develop this awareness and control very early in life, important individual differences are quickly established which have long-lasting results for attainment and well-being, that these abilities are learnt, and can be taught, and that the various types of play form a powerful context for their development (Whitebread, 2010). In United States of America, when assessing Children's Learning and Development, there is specific guidelines that are available regarding children's development. The National Association for the Education of Young Children