Major differences between CBC assessment and traditional assessment.

CBC assessment is not time bound compared to traditional assessment.

CBC focuses on competence while traditional focuses on performances.

CBC is more of knowledge and skills application through creativity, innovation and problem
solving while 8-4-4 is more of content memorization and reproduction during examinations.

CBC portfolio assessment is a broader measure of a student knowledge compared to traditional

testing. CBC aims at striking a balance between formative and summative assessment while 8-4-
4 has a primary focus on summative assessment.

CBC assessment methods are qualitative where learners are given remarks either average or
exceeding expectation depending on the scale of measure while 8-4-4 it was mainly
quantitatively assessment.

CBC assessment reflect the degree of mastery of competencies. If students do not earn course
credit, they relearn the indicated competencies rather than re-learning the entire course like in
traditional assessment.

In CBC, assessment is integrated with instruction while in traditional assessment where it is

separated from teaching and learning.

Traditional assessment focuses more on the mistakes than skills while CBC focuses on the entire
performances and skills.

In CBC assessment teacher together with KNEC collaborate and assess the learners. While in 8-
4-4 assessment only one teacher assesses the learners.

In traditional assessment students are expected to master grade level college and career-ready
standards. In CBC assessment, students are expected to master competencies aligned to college
and career-ready standards with clear, transferable learning objectives.

In CBC assessments, the evaluation system has been embedded throughout the student’s learning
cycle where the learners are given multiple chances to show their mastery. In traditional systems
assessment occur at set times to evaluate and classify students with less or no second chance for
the learners to demonstrate their abilities.
In CBC assessment, it provides direct evidence of learning of knowledge and skills by providing
relevant tasks while in traditional assessment, it provides indirect evidence of learning.

CBA uses the following instruments

Rating Scales; these allow teachers to indicate the degree or frequency of the behaviors, skills
and strategies displayed by the learner. Rating scales state the criteria and provide three or four
response selections to describe the quality or frequency of student work. Use of descriptive
words, such as always, usually, sometimes and never helps to pinpoint specific strengths and
needs. In a rating scale, the descriptive word is more important than the related number. The
more precise and descriptive the words for each scale point, the more reliable the tool.

Rubrics; they use a set of criteria to evaluate a student's performance. They consist of a fixed
measurement scale and detailed description of the characteristics for each level of performance.
These descriptions focus on the quality of the performance and not the quantity; for example,
they do not focus on the number of paragraphs, examples to support an idea, or spelling errors.
Rubrics are commonly used to evaluate student performance with the intention of including the
result in a grade for reporting purposes and teacher accountability measures. Rubrics use a set of
specific criteria to evaluate student performance. They may be used to assess individuals or
groups and, as with rating scales, may be compared over time.

Checklists contain a list of attributes of an individual’s behavior and require the teacher to
carefully observe and tick whatever behavior is portrayed, at the end of the lesson the teacher
makes a summary and draws a conclusion. The learners too can be helped to develop and use
their own tools to monitor their progress especially on self-efficacy (such as personal, social and
decision making) skills. For example, the following characteristics can form items in a check list
in the case of effective communication skills.

Project Method; A project is a set of activities implemented within a set timeframe with a clear
start and end time. It should have a clearly stated purpose and set of objectives. Learners will be
encouraged to initiate either alone or with others a project that may earn them income. The
project will give an opportunity to learners to apply their acquired knowledge and transferable
skills to a real life situation, especially with regard to pertinent and contemporary issues in
society. Learners could be challenged to identify a need in their community where they can
provide services based on what they have learned. The project will encourage learners to learn
through their own investigations rather than through passive absorption of the teacher’s words

Journaling; this entails the learner keeping a record of their personal feelings, thoughts and
experiences on a daily basis. A journal shows the activities carried out in a day by a learner.
Assessing the learner through journals and diaries should be a joint venture between the learner
and the teacher. Based on the learner’s performance, the teacher can provide either support or
challenge or both.

Portfolio; A portfolio is a purposeful collection of student work samples, student self-

assessments and goal statements that reflect a student's progress. It is a collection of evidence
assembled by learners to demonstrate competency. The portfolio file contains all the major
learning activities, assessment projects and documents. Students generally choose the work
samples to place in the portfolio, but the teacher may also recommend that specific work samples
be included.

The teacher and learner from time to time reviews how learners are organizing and maintaining
their portfolios. Portfolios are powerful tools that allow students to see their academic progress.
For example, if there are ten competencies to be taught in a term/month in any level, the learner
with the support of the teacher should be able to develop a personal portfolio showing their
performance.

Homework; assigning homework enables a teacher to gather evidence of a learner’s progress

towards a target. It provides opportunities for the extension and application of skills taught in
class to new situations. This enhances parental engagement as they guide and supervise the
homework. Progress Report Card Doug Reeves opined that "by comparing one child's
performance to a clear standard, parents, teachers and children all know precisely what is
expected, the performance is compared to the standard not to other learner’s performances."
(Reeves, 2004)

Anecdotal Records; An anecdote is an account of an event in a child's day. The record of this
event can be detailed or brief. These short reports, photos and drawings describe, in a factual
way, the incident, its context, and what was said or done by the participant(s). In most cases,
anecdotes focus on very simple, everyday interactions among children, children and adults as
well as children and materials in the environment. Anecdotal notes are used to record specific
observations of individual student's behaviors, skills and attitudes as they relate to their learning.
Such notes provide cumulative information on student learning and direction for further
instruction. Anecdotal notes are often written as the result of on-going observations during
lessons but may also be written in response to a product or performance the student has
completed.

They are brief, objective and focused on specific outcomes. Behavior change can be tracked and
documented, and placed in the child's portfolio resulting in suggestions for future observations,
curriculum planning and student or parent conferences. Ideally, the anecdotal record should be
recorded as it unfolds or immediately after. However, anecdotal records usually have to be
written later or at the end of the day. Notes taken during or immediately following an activity are
generally the most accurate. Anecdotal notes for a particular learner can be periodically shared
with them or with learners and parents at student or parent meetings.

In the competency based curriculum, assessment is done in the following levels;

Early Years Education; the Early Years Education curriculum is intended to enhance learners‟
holistic development which entails physical, cognitive, language, socio-emotional, creative,
aesthetic, life skills, spiritual and moral aspects. Achievement of optimum child development in
these aspects requires regular assessment of each individual learner’s progress through a reliable
and valid procedure.

A standardized assessment tool is therefore crucial for evaluating the learner’s progress. The tool
should be suitable for assessment of competencies achieved by learners at the EYE level. The
tool should also help to identify children with specific developmental challenges that will assist
the teacher to put in place the necessary intervention measures. Its intended purpose would be to
provide feedback to teachers and parents/guardians and to ensure that by the end of the EYE
period, the learner will be able to, manifest the desired objective.

It is important for the teacher in this case to understand that assessment is a continuous process
and not a one-off procedure. The teacher should continuously gather information about the
learner using various methods including the learner’s portfolio progress records, observations of
the learner’s abilities (in both planned and unplanned indoor and outdoor activities)

At the pre-primary level the teacher should desist from exposing learners to written formal tests.
They should also realize that the learner’s performance in the progress record is not supposed to
and should not be scored for purposes of comparing him or her with others. Information thus
obtained is expected to be used to plan experiences to enhance the development of skills and the
acquisition of concepts by the individual child.

The progressive assessment should be developed using well guided criteria according to the
child’s aspects of growth and development and should be based on the national objectives of the
early year’s education program and research based child development milestones. At the
preprimary level of early learning, assessment will focus on the acquisition of competencies in
relation to cognitive, psychomotor and affective domains.

The purpose of which will be to ascertain attainment of learning outcomes at the end of each
level as defined by the curriculum. The competencies to be addressed at this level will be in the
areas of basic numeracy, basic literacy, creativity, psychomotor skills and environmental skills
(social, nature, life skills and science).

Middle School; Assessment in middle school plays a critical role in the learning process. Since
middle school offers a broad-based curriculum whose purpose is to provide opportunities for
learners to explore own abilities, assessment should be designed to provide feedback to the
learners on areas of interests and progress made. Assessment will also be used as a tool that leads
learners to develop autonomous learning.

Support from teachers will be necessary to enable learners learn independently, determine how
best they learn and at what pace. Of greatest importance, will also be the assessment tools
teachers will use to improve learner achievements. Therefore, teachers are encouraged to use a
variety of assessment tools that will provide critical information with regards to the acquisition
of knowledge, skills, attitudes acquired by learners as well as the where the individual learners
need support to improve learning achievements. The learners should also be gradually
empowered to develop own assessment tools depending on own needs. These tools may include
portfolios, observation schedules, checklists, journaling and projects.
Senior School at senior school, formative, synoptic and summative assessment will be at three
levels; skills, knowledge and competency.

Synoptic Assessment of Skills Learners will be given opportunities through practical experiences
to show their ability to perform and apply what they have learned in a real life situation. Through
observation and use of a checklist the teacher shall assess the learner’s progress towards the
achievement of the desired.

Competency based assessment assesses the following competencies; communication; education

at each level should endeavor to enhance the learner’s acquisition of effective communication
skills through which they can interact and express themselves during the learning process. In this
respect, it would be prudent to be cautious when deciding on the language to be used as a
medium of instruction at the early year’s education level. It is also important to take cognizance
of appropriate modes of communication for learners with special educational need.

Self-efficacy; as a competence it enables learners to develop and nurture intra-personal skills and
values such as self-awareness, self-esteem, confidence and personal integrity. These
competencies will enhance the learner’s ability to heighten and sustain efforts in the face of
failure and effectively manage stressful situations.

A learner with a strong sense of self-efficacy will be courageous and bold enough to set and
pursue personal educational, family, community, entrepreneurial, professional, and career goals
in all forms of employment that will lead to personal accomplishment. An efficacious learner
will be aware of the resources at their disposal and will take personal responsibility for the use,
care, management, protection and preservation of these resources.

Critical thinking; it is important for lifelong learning. It helps learners to have an open mind and
be ready to listen and appreciate information and opinions that may sometimes conflict with their
earlier held beliefs and positions. Critical thinking and problem solving are useful for learners of
all ages and in all the subjects and disciplines offered in the basic education curriculum.

For example, in the sciences learners need to think critically about observations and patterns to
develop ideas on how to solve problems. These competencies are also important for solving
problems in their lives and communities, and will ultimately help them to fulfil their potential,
which is the vision for the basic education curriculum. This will contribute to addressing the
unemployment challenge in Kenya.

Digital literacy; it can be described as having the knowledge, skills and behaviors which are
necessary to effectively and safely use a wide range of digital content and devices. Such devices
include mobile phones, smart phones, tablets, laptops and desktops among others. All these fall
within the category of network enabled devices. Digital literacy focuses mainly on network
enabled devices and should not be confused with computer literacy skills. However, traditional
forms of literacy and computer literacy are enhancers in the acquisition of digital literacy skills

DEFINE THE TABLE OF SPECIFICATION

It is a test blue print that describes the key elements of a test including the content to be covered,
the amount of emphasis allocated to each content area and other important features.

DISCUSS THE IMPORTANCE OF TABLE OF SPECIFICATION IN EDUCATIONAL

MEASUREMENT AND ASSESSMENT

Ensure all questions being asked in examination are aligned to objectives.

Ensure questions being asked in examinations are aligned to objectives.

Ensure there are no questions that are out of syllabus.

Make assessment fair to the students.

Design the instructional strategies

Ensure that the selected test items provide appropriate emphasis on thinking skills and
assessment of in depth knowledge i.e. application and evaluation in cognitive

Sample content, dimension competencies and tools for the assessment in a rational and balanced
manner.

It makes sure objectives of the lessons have been taught, understood and applied (cognitive)

Bloom’s taxonomy comprises of cognitive, affective and psychomotor and assigns to each of
these domains a hierarchy that corresponds to different level of learning.
The questions being asked are from the content within the given objectives.

Table of specification can help teachers map the amount of class time spent on each objective
with the cognitive level, and also helps to identify the type of items teachers include in their
tests. It ensures that teachers include test items that tap different levels of cognitive complexity
when measuring student’s assessment.

Test blue print IS a two-dimensional grid that shows the content and the objective. It also
specifies the proportion of questions allotted to each of the behavioral objectives and topics of
the content. This will help a teacher to test students in all cognitive domain. Most teachers find it
difficult to set questions that covers the domains of synthesis and evaluation.

Table of specification is a guide to assist a teacher or examiner in the evaluation system. The
table shows the total number of items to be allocated to each instructional objective, suggests
what might be covered under each item, and the types of item to be used. In fact the blue-print
stage is the last and crucial stage in a test plan since it enables the teacher to combine properly
the objective and the content areas, bearing in mind the importance and the weight attached to
each areas

Through the use of table of specifications, teachers are able to determine what topic is being
stressed and also assist in the preparation of test that reflect what students have learnt and also
limit the amount of time spent on each unit.

It constrains the tester and ensures that only those objectives involved in the instructional process
are assessed. There is a balance in testing the materials taught because each objective receives
proportional emphasis in relation to the amount of time given it and the value placed on it.

It helps the teacher in organizing teaching and learning, assessment and evaluation as well as all
the resources he plans to achieve during teaching and learning.

It assists immensely in the preparation of test items, production of the valid and well robust test,
in the classification of objectives to both teacher and students, and in assisting the teacher to
select the most appropriate teaching strategy
For example;

Course knowledge comprehensio Application analysis total

content n
validity 2 4 4 1
reliability
Item 4 4 2 0 10
analysis
total 40

MAJI SAFI PRIMARY SCHOOL

Mode of Instruments used How the Scoring method Method of

assessment instruments are reporting
administered
Formative Checklist The instruments The scoring is The scores are
assessment Portfolio used are mainly done by reported through
Rubrics administered rating the learner the assessment
through oral using levels like; score sheets and
Summative Observation questions, by Exceeding school yearly
assessment schedule observation, expectations reports.
through question
and answer Meeting
sessions. expectations

Approaching
expectations
 Below
expectations

LITTLE FLOWERS PRIMARY SCHOOL

Mode of Instruments used How the Scoring method Method of

assessment instruments are reporting
administered
Formative Observation Rating scale In CBC the Methods of
assessment Checklists A rating scale scores are reporting score
Rubrics qualifies the different levels are;
Questionnaires level which a depending on the Monthly/ termly
learner ability and report forms.
accomplishes a competencies of This is where
Summative Project method given task. The learners in assessment is
assessment Question and rating may be different areas. administered to a
answer numeric or The four levels learner then the
Anecdotal descriptive. of scoring scores are
records recorded in a
 Written tests Anecdotal learners are; report form or
records Exceeding book. It can be
These are expectations monthly or
summary notes termly
used to record Meeting depending on the
specific expectations plans of the
observations of a facilitator and
learner’s Approaching the specific
behaviour, skills expectations learning
and attitudes Below outcome.
developed over a expectations
period of time.

BONDENI GIRLS

Mode of Instruments used How the Scoring method Method of

assessment instruments are reporting
administered
Formative Project Monitoring and In CBC scoring They use the
assessment Written evaluation method is score sheet
assessment When different which after
Orals When carrying compared to the recording on the
Observation out an 8-4-4 system. performance of
Checklist experiment or In CBC they the learners they
Portfolio activities photos score based on are sent to the
Summative
Rubrics will be taken the ability of the ministry of
assessment
then make learner in the education
portfolio various areas Project scores
Given written taught. sent to the
questions The four levels ministry
 For projects they of scoring They also use
must be learners include; KNEC link to
physically Exceeding send the scores
assessed and expectations to KNEC
award the marks.
Use the check Meeting
list to ensure expectations
activities are
done correctly. Approaching

Choose to show expectations

case their best Below

activities on the expectations

portfolio

MBARAKI GIRLS

Mode of Instruments used How the Scoring method Method of

assessment instruments are reporting
administered
Formative Portfolio Use rubrics to In CBC there are The main
assessment Rubrics evaluate team four levels of method of
Check-list work and scoring they reporting the
Project individual include; score that they
Summative contribution to Exceeding use is the score
assessment group work. expectations sheet. Every
Rubrics also activity carried
used for oral Meeting out by the
presentation. expectations learners are
Teachers asks being recorded
students to set Approaching on the score
their own expectations sheet
 expectations and Below
conduct self- expectations.
assessments as
they progress.
Project teach
students to draw
insights from
various sources
and utilize
multiple skills to
tackle the
assignment.
Teachers use
check-lists to set
out skills and
behaviour for
evaluation and
offer ways to
systematically
organize
information
about a student.

SERANI BOYS PRIMARY SCHOOL

Mode of Instruments used How the Scoring method Method of

assessment instruments are reporting
administered
Formative Project Written work is They score using They report
assessment administered rubrics scores using the
Trips through rating scales
Summative assignment in which has four
assessment Check list class then levels that is;
monitoring with Exceeding
Written work parents. It can be expectations
done both at
portfolio Meeting
home and at
class expectations

Checklist is done Approaching

by a student expectations
through Below
observation and expectations
it is prepared to
have step to be
followed

LIGHT RAYS ACADEMY PRIMARY

Mode of Instruments used How the Scoring method Method of

assessment instruments are reporting
administered
Formative Observation In observation, Scoring sheet The teacher
assessment students are prepares
Portfolio given a task and Assessment assessment
Summative the steps to rubrics report cards
assessment follow then the showing
rubrics teacher and other performance
learners observe. level in rating
scales. That is
In portfolio the meaning;
work of children Exceeding
file to show expectations
progress of the
child. Meeting
expectations

Approaching
expectations
Below
expectations

The teacher also

gives remarks on
core-
competencies
and value
development,
authentic task
performance and
social behaviour
of the learner on
the assessment
report
DAMMAM ACADEMY

Mode of Instruments used How the Scoring method Method of

assessment instruments are reporting
administered
Summative Questionnaires There were The scores are
weekly There are four recorded in
formative Projects comprehension scales or levels assessment
which the for rating sheets and also
Orals learners came up learners; in the KNEC
with their own portal firm grade
Group topics to discuss Exceeding one to six.
discussions orally. expectations The teachers
Learners were record the
given project Meeting assignments,
like rearing expectations activities, and
chicken in test in the age-
Approaching
school, baking based pathway
expectations
making software.
Below
instructions from
expectations
simple things
gotten from
home.
There are group
discussions from
1:30pm to
2:00pm every
day to enhance
group work and
cooperation
among them
 Weekly tests on
different and
specific topics
were given every
Friday.

MT. SINAI ACADEMY

Mode of Instruments used How the Scoring method Method of

assessment instruments are reporting
administered
Summative Portfolio Weekly tests are They rate their They have
given to learners grades assessment
Oral learners. using a scale of books where
formative measure such as they record
Rubrics Projects are done follows; scores
by learners that Exceeding The teacher also
projects is clearing the expectations record scores the
environment, scores on the
learning to cook Meeting KNEC portal
any many others. expectations online.
They also have
There are Approaching an online school
weekly debates expectations management
where learners Below system where
 sharpen their expectations they record the
oral skills. learners’ results.

Mary Joy primary school

Mode of Instruments used How the Scoring method Method of

assessment instruments are reporting
administered
Formative Checklists The teacher The outcomes School year
Written tests observes the are graded in the report and
Summative Orals characteristics following school readiness
and behaviors manner; report
that learners 4- exceeding
manifest during expectations
learning 3- meeting
exceeding
The teacher 2- approaching
collects learner’s expectations
work samples, 1-below
learner’s self- expectations
assessments and
goal statements
 The teacher
issues spoken
tasks

BOMU PRIMARY SCHOOL

Mode of Instruments How they are How they How they report
assessment of administered score
assessment
Classroom Checklists The teacher The School year report
assessment Observation collects outcomes
to be schedules learner’s are graded
carried out Written work in the
by teachers tests samples, following
Computer learner’s self- manner;
based assessments 4-
assessment and goal exceeding
statements expectations
3- meeting
The teacher exceeding
observes the 2-
characteristic approaching
s and expectations
behaviors that 1-below
learners expectations
manifest
during
learning