Implementation of Competency Based Assessment in Kenya: Extent of Utilization of Competency Based Assessment Tools and Types

Isaac Situma Macheso, Robert O. Kati and Robert W. Wafula
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Isaac Situma Macheso: Kibabii University, Department of Curriculum and Pedagogy
Robert O. Kati: Kibabii University, Department of Curriculum and Pedagogy
Robert W. Wafula: Kibabii University, Department of Education Psychology

International Journal of Research and Innovation in Social Science, 2024, vol. 8, issue 6, 3124-3134

Abstract: Competency Based Curriculum (CBC), a curriculum which calls for a paradigm shift in assessment of learners using Competency Based Assessment (CBA) was introduced in Kenya in 2017. The need for a paradigm shift in assessment from 8.4.4 Content Based Curriculum to 2.6.3.3.3 CBC necessitated the need for this study to determine factors influencing implementation of CBA in Kenya by looking at the extent of utilization of CBA tools and types. The objective was to investigate the extent of utilization of CBA tools and types in Grade 6 in selected schools in Kenya. The study was conducted in Trans-Nzoia, Bungoma and Busia Counties. It was grounded on Stafflebeam’s CIPP model targeting head-teachers and their respective grade 6 science and technology teachers. Mixed method research design was used. Cluster sampling technique was used to sample the three Counties. Stratified sampling technique on the other hand was used to categorize the schools into public and private whereas simple random sampling was used to choose participating schools and in selecting participating teachers in schools with two or more science and technology teachers. Questionnaire for grade 6 science and technology teachers and interview guide for head-teachers were used to collection data. Analysis was done descriptively in order to bring out the overall descriptions of the extent of CBA tools and types utilization. This study was necessary to determine the extent of utilization of CBA tools and types in Kenya as one of the factors influencing CBA implementation. The study found that CBA tools and types are utilized to some extent in grade 6 in selected schools in Kenya (mean 2.8752, SD 1.1697). The study recommended the government to develop comprehensive policy support to support CBA, place a high priority on allocating necessary resources to schools, establish a robust monitoring and evaluation to continuously assess CBA implementation and organize regular professional development programs on assessment for teachers.

Date: 2024
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