Implementing Integrated Competency Based Assessment Model for Junior Schools in Kenya

Abstract

In spite of overwhelming increase in number of graduates entering into the job market globally, there is still high demand for competent workforce in almost all sectors. This has led to a situation where workers have to be re skilled by employers leading to further training expenses yet the workers were assessed and certified as skilled. There is therefore need to come up with a model of effective assessment that would produce real competent work force especially in post COVID 19 era. The objectives of this research were: To identify the preferred competency-based assessment model for Junior schools in Kenya in post COVID 19 era; To identify preferred implementation format of competency based assessment model in Junior schools in Kenya. The research methodology used was document analysis of relevant literature. Survey of documented relevant literature, data collection and analysis were the path followed to come up with research findings. Written or printed materials used included texts, reports, articles, journals, conference presentations and books. Only peer reviewed literature were used in this study and a total of 67 of them were carefully selected and used in the study. The exclusion criteria were made very clear, transparent and none biased to ensure objectivity in the data collected and used in the study. Research findings re-defined Competency based assessment (CBA) as a systematic, collaborative and continuous process of determining the capability of a learner to apply a set of related knowledge, skills, values and attitudes required to successfully perform a task. Most of the respondents (55%) preferred a comprehensive model as being realistic and effective for Junior schools in Kenya. Further, it was concluded that a realistic and effective implementation format model of competency-based assessment is that which involves teachers, students, online technology and other stakeholders (40.3% endorsement) in the post COVID 19 era. Where other stakeholders may not be involved, then at least teachers, students and online technologies should be adopted (35.8% of the respondents endorsed this). These findings should be adopted by Ministry of Education (MoE) and the Kenya National Examination Council (KNEC) for use in Junior School assessment.