Assessment of competence based curriculum and training

1. Assessment in Competency
Based Education

2. The concept of assessment
• Educational assessment is the process of
determining the extent to which learners have
acquired specified knowledge, skills, values,
attitudes, abilities and competencies.
• A process of establishing the extent to which
the desired learning outcomes have been
developed

4. The concept of competencies
• Competency is “the ability to apply appropriate
knowledge and skills to successfully perform a
function” (KICD, 2017)
• Basic Education has the following core competencies
1. Communication and Collaboration
2. Self-efficacy
3. Critical Thinking and Problem Solving
4. Creativity and Imagination
5. Citizenship
6. Digital Literacy
7. Learning to Learn

5. The concept of learning outcomes
• Learning outcomes are statements of what a
learning pupil / student / person knows,
understands and can perform, based on
completion of the learning process, defined by
knowledge, skill and competence
• In the Kenya education system, the following
learning outcomes are stated for the early
years of learning and senor school respectively

6. Learning Outcomes for Early Years Education
The learner should be able to:
1.Demonstrate basic literacy and numeracy skills
for learning.
2.Communicate appropriately using verbal and/or
non-verbal modes in a variety of contexts.
3.Demonstrate appropriate etiquette in social
relationships.
4.Apply creativity and critical thinking skills in
problem solving.
5.Explore the immediate environment for learning
and enjoyment.

7. 6 Practice hygiene, nutrition, sanitation, safety skills to
promote health and wellbeing.
7 Demonstrate the acquisition of emotional, physical,
spiritual, aesthetic and moral development for
balanced living.
8 Demonstrate appreciation of the country's rich and
diverse cultural heritage for harmonious co-
existence.
9 Apply digital literacy skills for learning and enjoyment

8. Learning Outcomes for Senior School
1. Communicate effectively and utilise
information and communication technology
across varied contexts.
2. Apply mathematical, logical and critical
thinking skills for problem solving.
3. Apply basic research and scientific skills to
manipulate the environment and solve
problems.
4. Exploit individual talents for leisure, self-
fulfilment, career growth, further education
and training.

9. 5. Uphold national, moral and religious values and
apply them in day to day life.
6. Apply and promote health care strategies in day to
day life.
7. Protect, preserve and improve the environment for
sustainability.
8. Demonstrate active local and global citizenship for
harmonious co-existence.
9. Demonstrate appreciation of diversity in people and
cultures.
10. Manage pertinent and contemporary issues
responsibly

10. Purposes of Assessment
• Establishes the extent to which the learner has
acquired the expected competencies
• Helps to diagnose and monitor the progress of a
learner
• Provides feedback to learners, parents, teachers
and curriculum designers and implementers
• Forms a basis for selection of future subjects,
certification and promotion to the next
progression level.
Note: Formative and summative assessment are
equally emphasised

11. Guiding Principles of Competency Based
Assessment
a) Validity - The assessment score must reflect the
learner’s actual ability in the assessed criteria
b) Reliability - The assessment scores should be
consistent and interpreted in the same way by
the assessors
c) Fairness - Ensuring that the assessment
process does not disadvantage any learner
taking cognisance of gender, faith, cultural and
socio-economic factors.

12. d) Flexibility - Ensuring the skills, knowledge,
abilities and values can be demonstrated in a
variety of ways that are suitable to the
school.
e) Access – Providing an enabling assessment
environment for learners with disabilities by
making arrangements for them to
demonstrate their competency levels.

13. Strengths of Competency Based
Curriculum
1. Learner-focused - Responsive and relevant to
learners and enables flexibility for teachers
2. Focus on Competencies - More focus on
competencies and less on content.
Emphasises on application of knowledge,
and not necessarily just its acquisition.
3. Flexibility- Allows greater flexibility at the
local level. Teachers have autonomy in
implementing the curriculum while teaching

14. 4. Balance Between Formative and Summative
Assessment – Allows for a range of assessment
that focuses on the development of student
learning outcomes, cross-curricular competencies,
and literacy and numeracy
5. Digitally Based – Has a collaborative digital
application that enables it to be improved
continuously and supports learning with flexible
timing and pacing through a range of learning
environments.

15. 6. Collaborative and Co-development Models -
Involves all stakeholders in the curriculum
design and development.
7. Synchronous Development – Employs an
integrated approach to development of
programmes of study, assessments, and
learning and teaching resources.