1. ASSESSMENT AND CERTIFICATION

Assessment at Senior School (SS) and Vocational Level is designed to determine learners’ achievement of learning outcomes leading to certification. The Competency-Based Assessment (CBA) approach will be used to evaluate learners’ ability to demonstrate knowledge, skills, values, and attitudes in real-life contexts.

Assessment at Senior School is criterion-referenced, aligned with the Competency-Based Curriculum (CBC). Both formative and summative assessments will be applied.

2. PURPOSE OF ASSESSMENT

Assessment at SS and Vocational Level serves the following purposes:

1. Provide feedback on acquisition of competencies to learners, teachers, parents/guardians, and other stakeholders.

2. Monitor achievement of learning outcomes at individual and group levels.

3. Identify extraneous or intervening factors affecting learners’ achievement.

4. Inform policymakers and curriculum developers for targeted interventions.

5. Enable teachers to improve learning approaches and strategies.

6. Identify gaps in utilisation of resources supporting curriculum implementation.

7. Inform parents and guardians on educational interventions required to support learners.

8. Encourage learners to be responsible for their learning and develop skills for self and peer assessment.

9. Guide transition and selection of career pathways in tertiary education and the world of work.

10. Facilitate certification and/or issuance of transitional reports:

    • Grade 12: Kenya Certificate of Basic Education (KCBE)

    • Vocational Level: Kenya Vocational Level Education Assessment (KVLEA)

3. ASSESSMENT AT SENIOR SCHOOL

Formative and summative assessments will be conducted by teachers to track individual learning progress.

• Formative Assessment:
  Conducted via classroom tasks and School-Based Assessments (SBA) at Grades 10 and 11. Provides continuous feedback but not used for certification. SBAs are developed by KNEC and administered via the CBA portal.

• Summative Assessment:
  Conducted at the end of Grade 12 and used for certification and career placement.

Key Guidelines:

1. Learners will be assessed in 7 subjects:

   • 4 Core: English, Kiswahili/KSL, Core Mathematics/Essential Mathematics, Community Service Learning

   • 3 Selected from chosen pathways and tracks.

2. Ratio of SBA to summative assessment: 30% SBA / 70% Summative.

3. KNEC provides standardized SBA guidelines.

4. Teachers score SBAs using KNEC scoring guides and provide immediate feedback.

5. Scores are uploaded to the KNEC Assessment Portal at the end of the year.

6. KNEC analyzes SBAs and publishes a national report highlighting intervention areas.

7. School Year Reports (SYR) are issued at Grades 10 and 11.

8. KNEC administers the national summative assessment at Grade 12.

9. Combined SBA and summative results guide placement in tertiary education and career pathways.

10. Learners are issued KCBE certificates.

11. Assessment is adapted for Visual Impairment (VI), Hearing Impairment (HI), and Physical Impairment (PI).

4. ASSESSMENT AT VOCATIONAL LEVEL

• Formative and summative assessments are conducted for learners pursuing the Stage-Based Pathway.

• SBAs are developed by KNEC and administered via the CBA portal.

Key Guidelines:

1. Learners are assessed in one vocational skill area and three support subjects:

   • Religious Education (CRE, IRE, or HRE)

   • Life Skills

   • Physical Education and Sports

2. SBA to Summative Assessment ratio: 30% / 70%

3. Assessment provides feedback on learning progress and identifies potential for world of work.

4. KNEC provides standardized SBA guidelines for vocational skills.

5. Teachers provide immediate feedback and score learners’ work.

6. School Year Reports (SYR) are issued annually.

7. SBA scores are uploaded to the KNEC CBA portal.

8. KNEC analyses results to produce national performance reports and recommendations.

9. Feedback guides certification, placement, and career transition.

10. Learners are issued KVLEA certificates.

Registration and Eligibility:

5. ASSESSMENT APPROACHES, METHODS, AND TOOLS

5.1 Approaches

1. Project-Based Assessment: Learners complete projects relevant to their pathways.

2. Inquiry-Based Assessment: Evaluates critical thinking and problem-solving via investigation.

3. Collaborative & Cooperative Assessment: Learners work in groups to solve tasks collectively.

4. Differentiated Assessment: Accounts for individual abilities, learning styles, and needs.

5. Computer-Based Assessment: Uses digital platforms for administration and automated scoring.

6. Authentic Assessment: Measures competencies in real-life tasks.

5.2 Methods and Tools

6. REPORTING OF LEARNERS’ ACHIEVEMENTS AND COMPETENCIES

• Both qualitative and quantitative reporting shall be used.

6.1 Reporting Levels

1. School-Level: Feedback to learners, administration, and parents.

2. National-Level: Informs policy decisions.

6.2 Performance Levels (KNEC 8-Level Criteria)

Note: Vocational Level uses Level 3 as highest performance rating.

6.3 Reporting Tools

1. Validated Assessment Tools: Observation schedules, checklists, rubrics, portfolios, rating scales, questionnaires, journals, anecdotal records.

2. School Year Report (SYR): Issued at Grades 10–11 and annually at Vocational Level.

3. Learner Transition Report (LTR): Issued for learners moving to tertiary education or workforce.

4. Result Slips & Certificates: Provisional results and confirmed certificates.

5. Learner Exit Profile (LEP): For Stage-Based Pathway learners exiting due to disability, detailing vocational skills, communication, and independent living competencies.

6.4 School & National Reporting

7. CONDUCT OF ASSESSMENT

• Formative assessments include projects, portfolios, and practicals.

• Summative assessments measure cumulative learning outcomes.

KNEC Responsibilities:

1. Issue guidance circulars with assessment dates.

2. Provide assessment tools (print or electronic).

3. Give detailed instructions for assessment conduct.

4. Monitor, analyze, and report on assessment execution.

5. Plan assessments collaboratively with TSC, including number and costs.

7.1 Tracking Learners’ Performance

• Teachers maintain formative assessment records at school.

• KNEC keeps both formative and summative records nationally.

7.2 Monitoring SBAs

1. Guide teachers on scoring, objectivity, and rubric interpretation.

2. Ensure assessment materials are presented as intended (color, format).

3. Identify and address gaps in scoring capture.

4. Ensure feedback informs curriculum and test improvements.

7.3 Teacher Training and Moderation

1. Train teachers on CBA techniques and scoring guides.

2. Provide identical scoring guides nationwide.

3. Teachers score SBAs per guides.

4. Allow internal moderation for consistency and fairness.

5. KNEC conducts random oversight checks to maintain assessment standards.

About the Author

admin

Administrator

Visit Website View All Posts