Exams influence how teachers teach, but most of our understanding comes from cross-sectional studies in OECD countries, particularly the USA. These dynamics might not apply elsewhere. We surveyed 321 Kenyan teachers during their transition from high- to low-stakes assessments in primary schools—the first major assessment reform in nearly 40 years. Our findings suggest that while the stakes for students have fallen, teachers still perceive these 'low-stakes' assessments as impacting their appraisals, career progression, and school reputation. Despite this, respondents generally view assessments as positive motivators and useful tools, and classroom practices show many similarities regardless of assessment type. However, the transition may be altering the pathways through which assessments influence teaching. Regular classroom assessments are becoming more central and are already shaping instructional strategies. Additionally, local tests, which fall outside the main reform, exert significant influence on how teachers approach their work.
