The Kenya National Examinations Council

COMPETENCY BASED ASSESSMENT TOOLS

AGE BASED PATHWAY

SESSION 1
Session Outcomes

By the end of the session participants should be able to:

• Describe tools used in competency based assessment.
• Develop and use Competency Based Assessment (CBA)
Tools in learning process.
• Adapt Competency Based Assessment Tools to suit
learners with special needs.
Learning Activity

Group Activity:

Participants brainstorm
on the assessment tools
used in classroom
assessment
INTRODUCTION
CBA Tools are instruments used to:
Collect information on acquisition of competencies
by a learner
Determine the level of acquired competencies
Provide feedback to the learner and other stake
holders
Inform improvements on instruction strategies
Offer relevant and appropriate interventions
Questionnaires Observation
CBA requires the schedules
use of a variety of Checklists
assessment tools to Written tests
Portfolio
address the
different learning Rubrics
ASSESSMENT Learner’s
styles of the TOOLS profile
learners. These Projects
assessment tools
include: Journals Rating scales

Anecdotal Oral or Aural

Records questioning
1.0 OBSERVATION SCHEDULE
Outlines characteristics and behaviour
that a learner shows during the
performance of a task

The teacher records observations made

on the behaviour of the learner on the
spot
1.1 Components of an Observation Schedule

Administrative Competency/skill/
information characteristic or
behaviour assessed

Learning Teacher’s statement

activity/task on learner's
performance
1.2 Sample Observation Schedule
OBSERVATION SCHEDULE
a) Administrative Information
i. School Mayoni Township Primary
ii. Learner’s name Veronica
iii. Teacher’s name Omar
iv. Grade Two
v. Learning Area Mathematics Activities
vi. Strand 2.0 Measurement (page 35)
vii. Sub-strand 2.4 Time (page 35)
viii. Date or period of assessment 3rd March 2020
b) Learning Activity/Task In groups, learners discuss and relate
activities to the months of the year.
1.2 Sample Observation Schedule Cont’d
OBSERVATION SCHEDULE
c) Competency (Knowledge, skills, attitude, values) Yes No Comments
assessed (tick appropriately)
(i) Completes the assigned work within the √ Diligent and
specified time focused
(ii) Leads/assists others to ensure the group √ Shows
targets are realized leadership skills
d) Feedback to the learner on ability to relate Good achievement, Keep
activities to the months of the year up the spirit
Learner’s signature
Teacher’s signature
2.0 CHECKLIST
Offers a Yes/No, True/False format in
relation to a learner demonstrating a
specific criteria (similar to a light switch
either on or off).
Contains a list of characteristics of a
learner’s behaviour.
Requires the teacher’s careful
observation of competencies portrayed.
2.0 CHECKLIST cont’d
• Teacher marks/ticks against the competencies
portrayed.

• The observed competency can be recorded, as

observed before or at the time of ticking.

• The learners can develop their own checklists.

2.1 Sample Checklist
a) Administrative information

i. School Amani Primary

ii. Teacher’s name Baraka

iii. Grade 3

iv. Learning Area Language Activities

v. Strand Reading

vi. Sub-strand Phonemic awareness

vii. Date or period of assessment February 2020

2.1 Sample Checklist Cont’d
a) Learning Activity/Task
Competence (Knowledge, skills, attitude, values) assessed (tick appropriately)
Participates Contributes Spells Using a model Uses finger for Teacher’s
in choral orally to name and working in tracking on a comment
No. Name rote naming correctly pairs, puts model while
reciting various alphabet class recites
of alphabet letters flashcards in alphabet
order
YES NO YES NO YES NO YES NO YES NO
Collaborates, is active, more
1. Nyabile √ √ √ √ √ reading will enhance spelling
2. Mary
3. Adam
4. Omar
Teacher’s signature Date
3.0 RATING SCALE
States the criteria and provides three or four response
selections to describe the quality or frequency of learner’s
work.
Teacher indicates the degree or frequency of occurrence
of competencies displayed by the learner.
3.1 Components of a Rating scale
administrative
response options
information
(ratings);

learning
activity/task teachers
comments/feedback

competency
to be assessed
3.2 Descriptive words for Rating scale
Examples of descriptive terms that indicate degree or
frequency of occurrence are;
Description Description Description Description

Usually very satisfactory very satisfied excellent

sometimes satisfactory satisfied good

never unsatisfactory unsatisfied fair

Always very unsatisfied weak

3.3 Sample Rating Scale
RATING SCALE
a) Administrative Information
Learner’s name ____________________________Grade _____
School _____________________________________________
Learning Area________________________________________
Strand _____________________ Sub-strand ______________

Learning Activity _____________________________________

3.3 Sample Rating Scale Cont’d
b) Competence (knowledge, skills,
Always Usually Sometimes Never
attitudes, values) assessed
4 3 2 1

Selects appropriate tool

Uses the tool appropriately
Uses the tool safely
c) Comments on the learner’s performance

Learner’s signature ____________________________ Date ___________________

Teacher’s Name ___________________ Signature____________ Date ___________

4.0 QUESTIONNAIRE

Is a list of questions on various aspects of a learner’s

situation or issue.
Respondents to give honest opinions or views.
Questions are either open-ended or closed.
Can be developed and administered by the teacher
before, during or after the learning process.
4.1 Components of a Questionnaire
Title Administrative information

General Specific instructions on how to

instructions respond to specific questions

Questionnaire Conclusion.
items/Questions
4.2 Extract from a Questionnaire
The teacher may want to find out if the learner eats fruits.
Did you eat a fruit yesterday? (Tick appropriately)
• Yes No
• If yes, name the fruit ____________.
• How often do you eat fruits?
daily weekly monthly any other
5.0 PROJECT
A Project is a set of Gives an opportunity
activities for learners to apply
implemented within acquired knowledge
a given time frame and skills to a real life
situation

Should have a Can be assessed using

clearly stated observation schedules,
purpose and set rating scales, checklists,
of objectives journals and portfolios

Projects can be used for learning, problem solving or income generation

5.1 Sample Project Task
This project should be undertaken in one
term within the school. In groups,
learners will be expected to:
identify forms of kitchen garden.
choose a suitable form of a kitchen
garden.
name types of crops that can be
grown in the kitchen garden.
5.2 Sample Project Task cont’d
choose one crop that is best suited to the
environment.
create a kitchen garden at school.
care for the crop in the kitchen garden.
maintain progress records/portfolio for
the project
Learning Activity

In groups, Identify an area in the curriculum

designs then come up with a project for the
learners.
The project should have clear timelines,
purpose and objectives.
Develop an assessment guide to assess the
project.
Each group to present the work in a plenary
session.
7.0 ORAL and AURAL ASSESSMENT
(Signing & Observing Assessment)
i) Oral/Signed Assessment
Aimed at assessing a learner’s speaking/signing
and listening/observing skills.
Teacher asks questions verbally/signing.
Learner can respond verbally/signing or using
other appropriate modes of communication.
Teacher should give prompts and verbal/signed
or non-verbal cues as they ask oral/signed
questions.
7.0 ORAL and AURAL ASSESSMENT Cont’d

Aural/Observing Assessment

Aimed at assessing the learners

listening/observing skills.

Usually pre-recorded (with captions)

and played to the learner.
7.1 Strategies for effective Oral and Aural
(Observing and Signing) Assessment

• Give a learner time to prepare and respond after the task is

stated
• Ask a variety of questions:
 open-ended questions;
 questions that require more than a right or wrong
answer;
 questions that promote higher-order thinking.
7.2 Sample Oral Questioning
Listening and Speaking
The teacher greets the learner. The learner responds. The
teacher asks the learner to sit. The teacher then says,
“I am Teacher Baraka. I would like you to tell me about your
home” But first, tell me, what is your name?
(Learner responds)
• Where is your home? ______ (Learner responds)
• Why do you like your home?____ (Learner responds)
• What activities do you do when you are at home?
(Learner responds)
Learning Activity

In groups of 4-6, prepare an oral or

aural activity

Participants to develop an assessment

guide for the oral or aural activity

Groups to present the activity and the

assessment guide
9.0 ANECDOTAL RECORDS
An account of a Mostly focuses on
significant event in a very simple, everyday
learner’s day as they interactions involving
happen or learners.
immediately after.

The event may be Records specific

described using observations of a
Reports, photos, learner's behavior,
drawings etc. skills and attitudes.
9.1 Sample Anecdotal Record
School: Upendo Tele Primary School
Learner’s Name: Baraka Juma Grade 2
Observation Date: February 2020 Observation Time: 10:00 a.m
incident/event
Baraka expressed disbelief that animals can have an argument and hold a race as
narrated in the story of the tortoise and the hare.
Location/Setting
English activities lesson, Story telling session
Teacher Comments:
Baraka demonstrated critical thinking when he expressed his views about the lesson
learned from the story.
Teacher’s Name ____Pendo_______Signature Tchr Pendo
10. Written Assignments/Tasks
Tasks designed according to pre-determined
criteria to measure competencies.

Elicit evidence on the acquisition of learning

outcomes and competencies.

They take form of multiple choice, short

structured and short essay questions.

The are accompanied by a scoring guide

Participant Reflection
Which assessment tools can I develop
confidently after this training?

Which assessment tools do I need to put

more practice in when developing and
using?

How will I use the learning experiences

from this training in classroom
assessment?
SESSION 2
ASSESSMENT RUBRICS
Session Outcomes
Participant should be able to:
• describe rubrics in assessment;
• identify the components of rubrics in assessment;
• describe and develop analytic and holistic rubrics in
assessment;
• use rubrics to effectively assess learner’s performance;
• explain the merits of using assessment rubrics.
11.0 ASSESSMENT RUBRIC
Its an assessment tool used to interpret and assess learner’s
performance in a task. It consists of:

Descriptors Performance
Criteria
Levels
11.1 Sample Assessment Rubric
11.2 Types of Rubrics
There are two types of rubrics.

1 Analytic Rubric
Breaks down content or tasks being
assessed into parts.
Assesses each part separately.
11.3 Sample Analytic Rubric
Exceeds Meets Approaches Below
CRITERIA expectation expectation expectation expectation
4 3 2 1
Sorting utensils Correctly sorts Correctly sorts Correctly sorts Sorts utensils
according to their utensils according utensils according some utensils according to their
use to their use and to their use. according to their use with
arranges them use. assistance.
neatly.
Pairing and Accurately and Accurately pairs Pairs and matches Has difficulty
matching utensils systematically and matches some utensils pairing and
according to pairs and matches utensils according according to matching utensils
specified utensils according to specified specified according to
attributes to specified attributes. attributes. specified
attributes. attributes.
2 Holistic Rubric

Assesses overall performance on a task

as a single entity.
Scores the overall competencies of the
learner.
11.4 Sample Holistic Rubric
Exceeds Meets Approaches Below
CRITERIA expectation expectation expectation expectation
4 3 2 1
Sorting , Pairing Correctly sorts Correctly sorts Sorts most Sorts some
and matching utensils, utensils, utensils, utensils,
utensils accurately pairs accurately pairs accurately pairs accurately pairs
according to their and matches them and matches and matches them and matches
use and specified according to their them according according to their them according
attributes use and specified to their use and use and specified to their use and
attributes then specified attributes specified
arranges them attributes attributes
neatly
11.5 Sample Holistic Rubric
Exceeds Meets Approaches Below
CRITERIA expectation expectation expectation expectation
4 3 2 1
Identifying and Correctly Correctly Identifies and uses Identifies and
using identifies and identifies and some uses
improvised skillfully uses uses improvised improvised
materials for improvised improvised materials for materials for
cleaning utensils, materials for materials for cleaning utensils, cleaning
and drying the cleaning utensils, cleaning utensils, and dries some of utensils, and
utensils using and dries the and dries the the utensils using dries the
appropriate utensils using utensils using appropriate utensils with
methods appropriate appropriate methods assistance
methods methods
11.6 Using Rubrics Effectively
Share rubrics with learner before giving the task
Have learners evaluate their own work or each other’s
work using the rubrics
Use the rubrics as the basis for feedback
Involve learners in revising and improving the rubrics
Assess learners based on the rubrics
Learning
Activity
In groups of 4-6
• Identify a learning area.
• Select a strand and sub-strand.
• Come up with a task.
• Develop either an analytic or a
holistic rubric for the task.
• Groups to present their work in
plenary session.
SESSION 3
PORTFOLIO ASSESSMENT
Session Outcomes

Participant should be able to:

• explain the meaning of portfolio in assessment;
• describe various types of portfolios used in assessment.
• identify features of a good portfolio;
• describe the development of a portfolio;
Session Outcomes Cont’d
• create different types of portfolios
• explain the effective management of portfolios in the
learning process;
• explain how parents can be engaged in portfolio
assessment;
• explain the importance of portfolio in assessment.
12.0 MEANING OF PORTFOLIO
A portfolio is a purposeful collection
of learner’s work.
Shows effort, progress and mastery
of a specified learning outcomes or
competencies.
It provides evidence of achievement
or mastery over a period of time.
12.1 Types of Portfolios

Working Showcase Assessment

Portfolio: Portfolio: Portfolio:
A collection of Created by a Used to document a
learner’s work learner to learner’s mastery of skills
in progress or display their or competences in a
completed best work particular learning area.
samples of It contains samples of
work learner’s work that has
been assessed by the
teacher
12.2 Features of a good Portfolio
1 Cover page

2 Table of content

3 Entries (drafts and completed work)

4 Date

5 Reflections
12.3 STAGES OF DEVELOPING A PORTFOLIO
1. Planning
i. Type
ii. Audience
iii. Storage
iv. Communication
Collection of work samples
Selection of work samples
Reflection
Feedback
Learning Activity

In groups, participants to assume the kitchen garden

project has been running. Create an assessment
portfolio using the task on the kitchen garden provided.

Learning area: Environmental Activities

Strand: Healthy Practices
Sub-strand: Kitchen garden
Task: Participants will be expected to identify a
suitable form of a kitchen garden, choose and grow
crops that are suited to their environment.
Learning Activity Cont’d

The assessment will be guided

by the following rubric which
should be shared with the
participants before they start
making the portfolio
12.4 Assessment Rubric for the Portfolio
Criteria/level Evidence in
4 3 2 1
portfolio
Choice of the Identifies and identifies and Identifies and Identifies and Photos, pictures,
form of choses a form of choses a form choses a form choses a form drawings, videos,
kitchen kitchen garden of kitchen of kitchen of kitchen descriptions of
garden suited in their garden suited garden though garden that is kitchen gardens
environment, in their may not be not
made from locally environment suited to their appropriate
available materials. environment
Choice of identifies and identifies and Identifies and Identifies and Photos, pictures,
plants for choses a variety of choses most choses some choses plants drawings, videos,
kitchen plants that are plants that are plants that are that are not descriptions and
garden suited for a kitchen suited for a suited for a suited for a mounted plants
garden and their kitchen garden kitchen garden kitchen garden of plant
environment but not their nor their specimens
environment environment
12.4 Assessment Rubric for the Portfolio… Cont’d
Criteria/le Evidence in
vel 4 3 2 1 portfolio

Creating a Correct choice of soil Correct choice Soil and some Plants planted Photos,
kitchen for plant, proper of soil for plant, plants not without pictures,
garden preparation of soil for proper suited. Soil not consideration drawings,
planting and preparation of prepared and on sample soil
appropriate soil for planting. placement of appropriateness mountings.
placement of the Some form/garden of soil; Photos showing
form/garden forms/garden not well preparation of stages of garden
not thought out. soil or preparations
appropriately placement of
placed form/garden.
12.4 Assessment Rubric for the Portfolio … Cont’d
Criteria/level Evidence in
4 3 2 1
portfolio
Quality of final All plants are Most plants Some plants are Only a few Photos, pictures
product healthy and well are healthy healthy plants are of plants in the
cared for and well cared healthy garden
(watered, well for
weeded, pruned,
thinned)
Teamwork Clear leadership, Clear No clear No common Teacher
division of leadership, fair leadership, no purpose. observation
labour, co- division of assignment of Participation is notes,
operation in labour, specific duties left to one or a Learner self-
performance of majority though some few individuals. reflection
tasks, unity in participate in participate in /peer/teacher
purpose. All the project. the project assessment
participate.
12.5 Effective Management of Portfolios
The teacher should:
• review entries in the portfolio with learners regularly.
• Focus more on quality than quantity;
• involve the learners in organizing the portfolio.
• organize for the storage of the learners’ portfolios.
NOTE: storage holders for the portfolio should be made from
locally available and accessible materials.
12.6 Storage of Portfolios
Learners’
Baskets portfolios can
Files/folders
be organized
Display books and stored in: Electronic
Ring binders storage devices

Cartons Media platforms

Sacks Storage holders
12.7 Parental Engagement in
Portfolio Assessment
The parents/guardians should:
be informed about portfolio assessment

be involved in the development of their learner’s portfolio

provide support for their learner’s effort and interest

provide feedback to their learner

12.8 Importance of Portfolio Assessment

Enables learners to show quality of work in

collaboration with others

Instructional goals are set at the beginning and

shared with the learner

Provides a clear profile of learners in terms of

abilities and interests
12.8 Importance of Portfolio Assessment cont’d

It allows demonstration of a wide range of

competencies

It demonstrates leaner’s progress over time.

It gives learners an opportunity to reflect on their work.

It enables learners to demonstrate their creativity.

13.0 Adaptation of Assessment Tools for Learners
with Special Needs
Adaptations in assessment involve modification
of assessment methods and tools to suit
learners with special educational needs.
Modifications may be in terms of
presentation of assessment task, duration of
tackling the task, ways of responding to the
task and scheduling.