PATHWAY-SPECIFIC COMPETENCY-BASED ASSESSMENT
Pathway Competency-Based Assessment (CBA) is designed to provide a comprehensive, skill-based evaluation of learners. It ensures learners are prepared for real-life challenges and career paths by focusing on both academic competencies and practical skills, supporting their growth and development in alignment with CBC objectives.
Senior Schools shall ensure that teachers:
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Assess learners’ ability to perform practical tasks in technical subjects.
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Example: STEM students conduct experiments; Arts pathway students demonstrate skills through performances or art projects.
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Enhance assessments that engage the local community, such as environmental conservation projects or community service activities, promoting social responsibility.
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Assess learners’ attitudes towards learning, collaboration, and community engagement, encouraging positive behavior alongside academic achievements.
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Assess character development values such as responsibility, teamwork, and integrity through group work, collaborative projects, and classroom participation.
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Evaluate learners’ competencies in skills related to their pathway choices (STEM, Social Sciences, Arts, and Sports), focusing on critical thinking, creativity, problem-solving, and practical application of knowledge.
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Undertake pathway-specific assessments to focus learners on competencies relevant to their area:
| Pathway | Focus Area |
|---|---|
| STEM | Scientific inquiry, experimentation, technological application |
| Arts and Sports | Creativity, performance skills, physical competencies |
| Social Sciences | Analytical skills, research abilities, community engagement |
8.1 PATHWAY-SPECIFIC ASSESSMENT
Table 8.1: Pathway Specific Assessment
| Assessment Type | STEM | Social Sciences | Arts and Sports Science |
|---|---|---|---|
| Continuous Assessment | Combine practical work, performance assessment, projects, tests, and exams. Evaluate learners’ ability to apply knowledge, solve problems, and work collaboratively on STEM-related tasks. | Use research papers, essays, presentations, case studies, and exams. Evaluate learners’ ability to apply theoretical knowledge, analyze data, and present well-reasoned arguments. | Use practical performances, portfolios, projects, and written assignments. Evaluate learners’ creativity, technical skills, and ability to apply theoretical knowledge in real-world settings. |
| Competency-Based Evaluation | Focus on critical thinking, problem-solving, technical skills, and innovation. Use rubrics and performance-based assessments to measure progress in STEM competencies. | Focus on critical thinking, problem-solving, research skills, and effective communication. Use rubrics and performance-based assessments to measure progress in Social Sciences competencies. | Focus on artistic expression, physical fitness, teamwork, and leadership in sports. Use performance rubrics and self-assessment tools to track progress. |
| Capstone Projects | Learners complete projects that demonstrate their ability to integrate and apply STEM knowledge comprehensively. | Learners complete projects demonstrating integration and application of Social Science concepts, e.g., conducting a research study, developing a community project, or analyzing a global issue. | Learners complete projects such as staging a play, directing a film, organizing a sports tournament, or creating an art portfolio to demonstrate mastery of the subject. |
Note: Capstone projects allow learners to demonstrate mastery of subject matter, synthesizing and showcasing their skills, creativity, and knowledge, and prepare them for the next stage of their academic or professional careers.
Related posts:
Best Mombasa County Senior Schools { C1 National, C2 Extra-County, C3 County and C4 Sub-County
List of Senior School Subjects & Subject Combinations (Grades 10, 11 & 12 – CBC Kenya)
Senior School Education Implementation Guidelines (MoE, 2025)
CO-CURRICULAR ACTIVITIES IN SENIOR AND VOCATIONAL SCHOOL AND NON-FORMAL PROGRAMMES
COMPETENCY-BASED CURRICULUM FOR STAGE-BASED LEARNERS AT VOCATIONAL LEVEL
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