The Kenya National Examinations Council

COMPETENCY BASED ASSESSMENT TOOLS

JUNIOR SCHOOL
OCTOBER, 2023
 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.
 Assessment tools
• What is an assessment tool?
• What are some of the assessment tools used in
CBA?
Activity:
Participants brainstorm on:
(i) what is meant by the term assessment tool.
(ii) the various assessment tools used in classroom
assessment.
(iii) Describe what each tool entails and suggest
when/where the tool would be appropriate.
 Assessment tool
• This is an instrument that may be used by a teacher to
determine the extent to which a leaner has achieved specified
learning outcomes.
• The teacher may be guided by the following when choosing the
Assessment tool to use;
Knowledge and skills’ evidence that the
learner is expected to demonstrate

Performance criteria and the Assessment

expected evidence conditions
 WHY ASSESSMENT TOOLS?
CBA Tools are instruments used to:
Inform improvements on instruction strategies.

Offer relevant and appropriate interventions

Determine the level of acquired competencies.

Provide feedback to the learner and other stake holders.

Collect information on acquisition of competencies by a

learner.
 Questionnaires Observation
•. schedules
CBA requires Checklists
the use of a Written tests
Portfolio
variety of ASSESSMENT
assessment Rubrics Learner’s
tools to address TOOLS profile
the different Projects
learning Journals Rating scales
styles of the
learners Anecdotal Oral or Aural
Records questioning
1. OBSERVATION SCHEDULE

It outlines the characteristics and the

behaviour that a learner shows during the
performance of a specific task.

The teacher records observations made on the

behaviour of the learner on the spot as outlined in
the rubrics.
 Sample Observation Schedule
• Teacher Mambo has planned to assess his learners on basic
stance and movements of a goalkeeper in Soccer. He has
organized for a mini soccer game between his learners and
those from a neighbouring Junior Secondary School.

Activity:
Develop an observation schedule.
(i) Develop criteria
(ii) Develop the possible observations that would be made during
the activity. (iii) come up with valid comments you are likely to
make. Use the format in the next slide
 Sample observation Schedule
Administrative details..........
Criteria
1.
2
3.
Observations
1.
2.
3.
Teacher’s comment:

Student’s signature: Date:

Teacher’s signature: Date:
2. OBSERVATION CHECKLIST
Checklists are used for identifying whether key
tasks in a procedure, process, or activity have
been completed.
A teacher carefully observes and tick whatever
behavior is portrayed guided by the criterion set.

It is used to assess performance or products, both

formally and informally.
 CHECKLIST cont’d
It offers a Yes/No, True/False format in relation to a learner
demonstrating a specific criteria.
Contains a list of characteristics of a learner’s expected behavior
Used to gauge skills development or progress.
Requires the teacher’s careful observation of the competences.
Teacher marks/ticks against the competencies portrayed.
 Characteristics of a good checklists
Should:
Have criteria for success based on expected outcomes.
Be short enough to be practical (e.g., one sheet of paper).
Have tasks chunked into logical sections or flow from start to
finish.
Highlight critical tasks only.
Be written with clear and detailed wording to minimize the risk of
misinterpretation.
Activity: Developing a checklist
A teacher Grace has asked her learners to
prepare a suitable planting site in readiness
for establishing a crop of their choice.
Develop a check list that teacher Grace can
use to assess her learners as they prepare the
site.
 Sample Checklist Cont’d
a) Learning Activity/Task
Competence (Knowledge, skills, attitude, values) assessed (tick appropriately)
Teacher’s
comment
No.

Name
YES NO YES NO YES NO
YES NO

1.

2.
Teacher’s signature Date
 3. RATING SCALE
• A rating scale is a tool used for assessing the
performance of tasks, skill levels, procedures,
processes, qualities, quantities, or end products, such
as reports, drawings, and computer programs etc.
• These are judged at a defined level within a stated
range.
 RATING SCALE cont.…
Just like a checklist, it can be used to assess performance or
products, both formally and informally.
The teacher states the criteria and provides three or four
response selections to describe the quality or frequency of
learner’s work.
The teacher then indicates the degree or frequency of
occurrence of competencies displayed by the learner.
Each scale is an incremental level of measurement, meaning,
each scale fulfills the function of the previous scale.
 Descriptive words for Rating scale

1 2 3

Always Excellent Outstanding

Usually Good Satisfactory
Sometimes Fair Unsatisfactory
 Meaning of some descriptive words used in rating scale

Level Rating Description

3 Outstanding Performance exceeded the expectations and represents extra

ordinary level of achievement and commitment, technical skills
and knowledge, ingenuity, creativity and initiative. All goals,
objectives and targets are achieved above the expected
standards.
2 Satisfactory Performance met expectations in terms of quality of work,
efficiency and timelines. The most critical goals, objectives and
targets are met.
1 Unsatisfactory Performance was consistently below expectations and no
reasonable progress was made towards achieving the critical
goals and a significant improvement is needed in one or more
important areas.
 Sample Rating Scale

a) Administrative Information

Learner’s name: Yusuf Balaji Grade: 7

School: Exel Junior Secondary School
Learning Area/Subject:
Strand:
Sub-strand:

Learning Activity: A project on ch

 Sample Rating Scale

Comments on the learner’s performance

Learner’s signature ____________________________ Date ___________________

Teacher’s Name ___________________ Signature____________ Date ____________________

 ACTIVITY

• In groups
Use grade 7 or 8 curriculum
designs, to develop a task and
come up with a Rating Scale tool
that can be used to assess the
learners as they perform the task.
4. QUESTIONNAIRE

• A questionnaire is a specific
set of written questions
which aims to extract
specific information from the
chosen respondents.
 4.0 QUESTIONNAIRE

The questions and answers are designed in order to gather

information about attitudes, skills, knowledge, preferences
and factual information about the learners.
Questions are either open-ended or closed.
Can be developed and administered by the teacher before,
during or after the learning process.
For effective use of Assessment questionnaire

Ensure the assessment relates to the learning outcomes.

Select the right type of question e.g. True/false, multiple-choice.
Keep the questions simple, clear and concise.
Provides the learner with useful feedback.
Use scenario-based questions where possible that will make
learners to apply what they’ve learned to realistic situations.
 Sample Questionnaire
Administrative Information
Learner’s Paula Pauline Grade: 7
name:
School: Exel Junior Secondary School
Learning
Area/Subject: Integrated Science
Strand: Force and Energy Sub-strand: Static electricity

Learning Charging objects using rubbing and induction

Activity: methods.
Sample Questionnaire
 5. PROJECT
•A Project is a set of Gives an opportunity for
activities implemented learners to apply
within a given acquired knowledge and
timeframe. skills to a real life
situation.

Can be assessed using

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

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

Administrative Information
Learner’s name: Kamaa Jamal Grade: 8

School: CPU Junior School

Subject:
Computer Science
Strand: Foundation of Sub- Printers
Computer Science strand:
Activity: Use a computer to type the document given below and print 2
copies. Submit your work after one week.
SAMPLE PROJECTS

Typing a word document

then printing two copies..
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.

Develop an assessment guide to assess the project.

Each group to present the work in a plenary

session.
 6. JOURNAL
A journal entails the learner keeping a record of
their personal feelings, thoughts, experiences
and activities on a daily basis. Records of past
events or happenings in a learners life.

Based on the learner’s

Learner’s development performance/feelings/
can be tracked through thoughts, the teacher can
their writings. provide either support,
challenge or both.

Assessment through journals should be a joint venture between the learner and the teacher.
 Sample Assessment Journal
School: Sina Padua Junior Secondary School
Learner’s Name: Chol Awol Babu
Grade 7
Date of Entry: 3/05/2022
Targeted Competency: Speaking Skills
Happenings/Activities: Public Speaking Competition
Learners feelings: Today I felt embarrassed, because I was not able to present
my work well.
Teacher’s comment to the You are a talented learner, do more practice on public
learner speaking.
Teacher’s recommendation Awol should be given more opportunity to make
presentations. This will help him develop courage to be able
to speak before a large group of people.
 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.
 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.
 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.
Administrative Information
Learner’s name: Fatma Hassan Grade: 7

School: Al-Noor Junior Secondary School

Learning
Business Studies
Area/Subject:
Strand: Business and its environment Sub-strand: Goods and services
Learning Activity: Learners are given opportunity to visit any local market and compile a list of
goods and services provided. The teacher then asks the learners the following
questions after the visit. The leaners are expected to respond orally.

(i) What are some of the goods that you observed in the market?
(ii) State some of the services that you observed during the visit?
(iii) Can you now, distinguish between the terms “goods” and “services”?
(iv)What are some of the goods and services that you did not observe but you
would recommend to be provided in the market.
ORAL ASSESSMENT
Criteria OBSERVATION
1 What are some of the goods that you observed in the market?
2 State some of the services that you observed during the visit?
3 Can you now, distinguish between the terms goods and
services?
4 What are some of the goods and services that you did not
observe but you would recommend to be provided in the
market.

Teachers’ comment on the learners performance:

Teachers’ signature:
Students’ signature:
 8.0 LEARNER PROFILE
•A summary of the teacher’s opinion on a learner’s mastery of
competencies.
Enables the teacher to understand
the:
i) competencies developed
ii) challenges the learner is
experiencing
The learner’s competencies can
be assessed by peers, teachers,
parents, and community
members.
LEARNER PROFILE cont’d
–The teacher constructs a learner’s profile
using information obtained from:

checklist
observation schedule

portfolio
learner’s journal
involvement in projects
 Sample Learner Profile
Leaner’s Name: Farida Njeri Naliaka
Grade: 7
Teacher: Tr. Irungu Mwashetani
Learning area/Subject:
Strand:
Sub-Strand:
Learning outcome:
Students’ area of Students’
Criteria Students’ strengths improvement Preferences/Interests
 9.0 ANECDOTAL RECORDS
Anecdotal Records, provide teachers with a collection of
narratives that can be used to showcase a child’s progress over
time.
Describe the child's behavior NOT what you think of the
• . behaviors. Use details of the child's behavior such as actions or
comments. Write down the exact words used in the conversation

The event may be described using Reports, photos,

drawings etc.

Describe the learner's behavior NOT what you think of the behaviors. Use
details of the learner's behavior such as actions or comments. Write down the
exact words used in the conversation where possible.
ANECDOTAL RECORDS
School:…………………………………………………………………………….…
Learner’s Name:…………………………Grade…………………………………
Observation Date: ……………………. Observation Time: ……………………

Description of the incident/event

…………………………………………………………………………………………………
……………………………………………………………………………
Description of location/Setting
………………………………………………………………………………………
………………………………………………………………………………………
Teacher Comments:
…………………………………………………………………………………………………
……………………………………………………………………………

Teacher’s Name__________________Signature____________________
SAMPLE ANECDOTAL RECORDS
School: KIWA JUNIOR SECONDARY SCHOOL
Learner’s Name: BWANA BWANA Grade: 7
Observation Date: 14/11/2022 Observation Time: 11.45 AM
Description of the incident/event
Toby walked over to the sandpit and picked up a toy truck. Carrying the truck with both of his hands, Toby
walked over to two of his friends who were also in the sandpit. Toby said “I got a dump truck, there is more
over there, get one too” he said to the others pointing towards where the trucks were. Toby sat in the
sandpit, put the truck in front of him and used his hands to fill the truck with sand. After filling the truck, he
pushed it across the sandpit while kneeling. “Too heavy, hard to push.” He commented. He stopped pushing
and then begun to remove some of the sand from the truck. He then tried to push it across the sandpit again.
“Look I can push it faster now.” Toby said.
Description of location/Setting
Playin in the sandpit with his friends
Teacher Comments:
Toby is able to explore his environment, manipulates objects and experiments. He openly explores feelings
and ideas in his interaction with friends. He can initiate and joins in play. Persists when faced with
challenges and when first attempts are not successful. He has interest in others and can be part of the group.
Teacher’s Name: __________________ Signature: ____________________
10. Written Test

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

 SAMPLE WRITTEN TEST
1. The picture below was drawn from observation:

Identify two art elements used in the picture..........................................

2. After two minutes of play, Anita complained of severe pain in her ankle.
Write what could have caused the pain......................................................
ASSESSMENT RUBRICS
 11.0 ASSESSMENT RUBRIC
•Its an assessment tool used to interpret and assess
learner’s performance in a task. It consists of:
Performance
Criteria Descriptors Levels
 DESCRIPTORS
Descriptors for high performance level
 Presents importortant details/facts/concepts
 Provides solution without errors
 Exhibits mastery of knowledge and extensive understanding
 Uses multiple methods to solve a problem
 Represents a variety of perspectives
 Draws complex connections and logical conclusions which
are not immediately obvious
 Provides clear and elaborate details with precision and
accuracy
 Uses multiple sources to solves problems by effective
application of information
 DESCRIPTORS
Descriptors for low performance level
 Gives details with some errors
 Solves problems without complete understanding
 Generally explains
 Uses a single method
 Represents a single perspective
 Identifies few connects
 Without drawing accurate conclusions
 Unable to apply information in problem solving
 Presents confusing statements and facts
 limited and inaccuracies details
 Relies on single source
 11.2 Types of Rubrics
•There are two types of rubrics.
•1 Analytic Rubric
– Breaks down content or tasks being
assessed into smaller parts.
– Each part is assessed separately.
SAMPLE RUBRICS

SUBJECT: Visual Arts Grade: 7

STRAND: 2.0 Picture Making.

SUB-STRAND: 2.1. One-point Perspective Drawing

TASK
(i) Look at the matchbox placed on the table by your teacher.
(ii) Draw the matchbox, in varied views to depict one-point perspective.
(iii) Display and explain to your classmates how you arrived at the final
product.
Criteria Exceeds Meets Approaches Below
Expectations Expectations Expectations Expectations
Drawing a Accurately, neatly and Correctly draws the Draws the matchbox Has a challenge
matchbox in correctly draws the matchbox in varied from varied views drawing the matchbox
varied views matchbox from varied views with all lines though some lines from varied
to depict one- views with all lines projected and not well projected, views and lines are not
point projected and converging converging at nor converging at projected and not
perspective neatly at vanishing point vanishing point on vanishing point on converging at vanishing
on the horizon the horizon the horizon. point on the horizon.

Displaying Displays neat work and Displays neat work Displays neat work Displayed work not
and confidently explains and confidently but not able to well drawn and explains
explaining to using the correct explains all the explain some of the with difficulty the
classmates technical terms all the processes involved processes involved in processes involved in
the final processes involved in in creating the final creating the final creating the final
product. creating the final drawing drawing. drawing
drawing
•2 Holistic Rubric

– Assesses overall performance on a task

as a single entity.
– Scores the overall competencies of the
learner.
Criteria Exceeds Meets Approaches Below
Expectations Expectations Expectations Expectations
Drawing and Accurately, neatly Correctly draws Draws the Has a challenge
displaying a and correctly draws the matchbox in matchbox from drawing the
matchbox in the matchbox from varied views with varied views matchbox from
varied views varied views with all all lines projected though some varied
to depict one- lines projected and and converging at lines not well views and lines are
point converging neatly at vanishing point on projected, nor not projected and
perspective vanishing point on the horizon and converging at not converging at
and the horizon confidently vanishing point vanishing point on
explaining the and confidently explains all the on the horizon the horizon and
final product. explains using the processes but not able to explains with
correct technical involved in explain some of difficulty the
terms all the creating the final the processes processes involved
processes involved drawing involved in in creating the final
in creating the creating the final drawing
final drawing drawing
 11.6 Using Rubrics Effectively
•Share rubrics with learners before giving the
task
•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 come up with

Analytical rubrics for the task
developed earlier.
THAN
K YOU