The CBC intends to be more practical and student-based.


To achieve the national educational goals, the government through KICD developed a Basic Education Curriculum Framework (BECF).


These key values are included in the CBC curriculum to achieve the requirements of the Kenya constitution.


These competencies are the pillars or foundation of what should be learned by all learners from basic levels of learning upwards.


This helps deal with pertinent and contemporary issues in the curriculum since students will be equipped with knowledge on how to handle those issues.


It gives the student self-awareness, and self-esteem, and improves interpersonal skills among others.


Every day new knowledge is coming up, old knowledge is becoming absolute, and new theories are being made.


The 7 core competencies in CBC are:


The main competencies covered in CBC are communication and collaboration, self-efficacy, critical thinking and problem-solving, creativity and imagination, citizenship, digital literacy, and learning to learn.


The core values of CBC are:


The main values that guide the implementation of CBC are responsibility, love, respect, unity, peace, integrity, patriotism, excellence, care and compassion, understanding and tolerance, and being ethical.


To start a private school in Kenya you should meet the basic requirements such as a safe and secure location, sanitation facilities, qualified teachers, governance structure, following the KICD curriculum, and maintaining necessary teaching and learning material among others.


The board also develops career guidance to be used by Kenyan students for progress.


Some of the main Acts in education are Basic Education, Early Childhood Education, TSC, KICD, KNEC, Universities, and the TVET Act among others.


With the new CBC curriculum being implemented TSC should ensure that the teachers who are being employed can be able to handle the curriculum.


It should also work with KICD to prepare curriculum, Teacher training institutions, and universities that offer teacher education.


Examples of SAGAs in the Ministry of Education in Kenya are KNEC, KICD, KEMI, KISE, TVETA, TVETCDACC, CUE, CEMASTEA, SEPU, HELB, KUCCPS among others.


The 2 main progression pathways can lead to a doctorate or professional master craft person.


The TVET Authority is mandated to register trainers and institutions in the TVET sector. The TVETCDACC is given a different mandate of developing curriculum, assessment, and certifying students in the sector.


This means the only education sector not under the KICD is the university curriculum.


The TVET institute curriculums have also been moved from the KICD to TVET CDACC.


KICD’s headquarters is located in Nairobi along Muranga Road.


The full name of the Council is Technical and Vocational Education Training Curriculum Development Assessment and Certification Council (TVET CDACC) under the Ministry of Education Kenya.


The Occupational Standards and Curriculum Development Committee was responsible for defining and implementing the Occupational Standards and Curriculums for training institutions and assessing and certifying the trained on their respective competencies.


Kenyan Sign Language: Applicants should have a minimum KCSE Grade D or equivalent.


Qualifications: Applicants should have a minimum KCSE Grade D or equivalent.


To qualify Craft certificate (Level 5) a grade of D plain and D+ in KCSE is required or a pass in artisan in the area of interest.


To undertake the Artisan course (Level 4,), you must have a KCPE or KCSE mean grade of D- and E.


Acquire books produced in and outside Kenya and such other materials and sources of knowledge necessary for a comprehensive national library.


Some of the consultancy offered includes library organization, information retrieval and access, publishing, and knowledge management among other services.


To start a private school in Kenya you should meet the basic requirements such as a safe and secure location, sanitation facilities, qualified teachers, governance structure, following the KICD curriculum, and maintaining necessary teaching and learning material among others.


The board also develops career guidance to be used by Kenyan students for progress.


Some of the main Acts in education are Basic Education, Early Childhood Education, TSC, KICD, KNEC, Universities, and the TVET Act among others.


The current high school (senior school) will offer different pathways depending on its infrastructure.


The Basic Education Curriculum Framework (BECF) 2019 by KICD, specifies three (3) pathways.


Assessment tools are the instruments and techniques that are used for evaluation and measurement to inform on the progress of knowledge acquisition.


The competency-based education system comes with many tools that can be used to assess learners’ knowledge, skills, values, and attitudes for real-life application.


The assessment tools can be formal or informal, they can be used to measure qualitatively or quantitatively.


The main assessment tools that are used include tests, checklists, rubrics, portfolios, oral questions, projects, learner profiles, and journals among others.


The examination under this new curriculum is called the Competency Based Assessment (CBA).


The CBA evaluates four main values, application of knowledge, skill, values, and attitude to solve real-life situations.


The curriculum was developed by the Kenya Institute of Curriculum Development (KICD) which is mandated to develop all curriculums for basic education in Kenya.


The KNEC exams in CBC are KEYA in Grade 3, KPSEA in Grade 6, KMYA in Grade 9, KILEA, and KCBE in Grade 12.


It is the new CBC grading system.


The CBC grading includes meeting expectations (EE), approaching expectations (ME), and below expectations (BE).


The move was taken to equip the Kenyan child with the knowledge and skills for the 21st century requirement.


The government should provide more resources both physical and human and ensure teachers are well-trained on CBC curriculum implementation.


The CBC intends to be more practical and student-based.


To achieve the national educational goals, the government through KICD developed a Basic Education Curriculum Framework (BECF).


Pertinent and contemporary issues (PCIs) are set to answer that question.


The 4 Pertinent and Contemporary Issues (PCIs) areas in the curriculum are citizenship, health, life skills and values, and social and economic issues.


The point awards are number values that are assigned for a specific task completed.


This means they will gain creativity skills to solve other life problems.


The areas include assessment, engagement, collaboration, brainstorming, among others.


Kahoot: it is one of the most common platforms that can be used for creating games related to assessment.


Quizizz: similar to Kahoot, it can be used for creating assessment-related games.


To start a private school in Kenya you should meet the basic requirements such as a safe and secure location, sanitation facilities, qualified teachers, governance structure, following the KICD curriculum, and maintaining necessary teaching and learning material among others.


The board also develops career guidance to be used by Kenyan students for progress.


Some of the main Acts in education are Basic Education, Early Childhood Education, TSC, KICD, KNEC, Universities, and the TVET Act among others.


The DEB gives the guideline on what is supposed to be done and they give recommendations as per the assessment they have done.


Follow the approved curriculum as per the KICD guidelines.


Where requested by the Cabinet Secretary, provide evidence that pupils are making reasonable educational progress appropriate for their age and grade level based upon results of nationally recognized standardized achievement tests.


The young generation used to learn from elders by word of mouth and apprenticeship in different art and skills.


To meet the world’s emerging trends, the country adopted the CBC curriculum in 2017, which focuses more on the learner’s ability and competence.


The CBC uses the structure of 2-6-3-3-3.


2 years are pre-primary, 6 years for primary, 3 for junior secondary, 3 for senior secondary, and a minimum of 3 years for university.


The 21st century learner should be equipped with the knowledge necessary to use the latest technologies that are used to collect, analyse, process, store, and disseminate information in the world.


Competency-Based Curriculum (CBC) has included digital literacy as one of the core competencies that all learners should have to meet the needs of the current information age.


The main types of digital skills that are taught in class are internet literacy, cyber security, media, basic office applications, computer hardware, and information literacy among others.


The TSC has an online TPAD system where they can log in and update the appraisal details.


The head teacher is the oversight authority in the institution concerning TPAD.


It should be noted that these documents are used to evaluate the teacher during the appraisal process that is done on the TPAD system.


Some of the professional documents for a teacher are timetables, scheme of work, the record of work, syllabi, notes, TPAD records, record of marks, and cocurricular activities among others.


Their roles include recruitment, transfer, TPAD, discipline, promotions, and enforcing TSC guidelines among other responsibilities assigned from headquarters.


To start a private school in Kenya you should meet the basic requirements such as a safe and secure location, sanitation facilities, qualified teachers, governance structure, following the KICD curriculum, and maintaining necessary teaching and learning material among others.


The board also develops career guidance to be used by Kenyan students for progress.


Some of the main Acts in education are Basic Education, Early Childhood Education, TSC, KICD, KNEC, Universities, and the TVET Act among others.


The industry aims to bridge the skills gap needed to make Kenya an industrialized country by offering a skilled workforce.


To achieve this the sector requires trainers and tutors who will equip learners with the skills needed in the industry.


They will impact the skills in middle-level management in the areas of artisan, craft, diploma, and higher diploma.


You should have pedagogical skills trained from any reputable institution.


The main institutions that train pedagogical skills for TVET trainers are KSTVET and accredited universities.


The requirement for an education diploma is a minimum grade of C ( plain) in KCSE and above and a C+ (Plus) in the two subjects Specialization.


The course will equip an individual to be a professional mortician with relevant attitudes, knowledge, and skills for processing and handling human remains with dignity, and compassion as per the client’s needs.


TVET institution uses the KICD curriculum which is evaluated and certified by KNEC to acquire a diploma.


Craft and Diploma are mostly offered at TVET institutions for the KNEC examination using the KICD syllabus.


To qualify Craft certificate (Level 5) a grade of D plain and D+ in KCSE is required or a pass in artisan in the area of interest.


To undertake the Artisan course (Level 4,), you must have a KCPE or KCSE mean grade of D- and E.


The current high school (senior school) will offer different pathways depending on its infrastructure.


The Basic Education Curriculum Framework (BECF) 2019 by KICD, specifies three (3) pathways.


Most of the skills for industries will be done by those who will choose the STEM pathway.


It equips learners with artisan-level skills so that they can join the workforce in their respective fields or pursue further studies in TVET sector institutions.


This means the only education sector not under the KICD is the university curriculum.


The TVET institute curriculums have also been moved from the KICD to TVET CDACC.


KICD’s headquarters is located in Nairobi along Muranga Road.


Promote appropriate utilization of technology to enhance innovations and achievement of a knowledge-based economy.


Incorporate national values, talent development, and leadership values in curriculum development.


In the new CBC curriculum being implemented, there was an assessment that resulted in the overhaul of the old 8.4.4 to the CBC.


These can include learner and teacher guides, subject textbooks, and learning manuals among other relevant materials for implementation.


This helps the government and KICD to identify teething issues and rectify them before it is rolled out country-wide.


To start a private school in Kenya you should meet the basic requirements such as a safe and secure location, sanitation facilities, qualified teachers, governance structure, following the KICD curriculum, and maintaining necessary teaching and learning material among others.


The DEB gives the guideline on what is supposed to be done and they give recommendations as per the assessment they have done.


Follow the approved curriculum as per the KICD guidelines.


Where requested by the Cabinet Secretary, provide evidence that pupils are making reasonable educational progress appropriate for their age and grade level based upon results of nationally recognized standardized achievement tests.


The board also develops career guidance to be used by Kenyan students for progress.


Some of the main Acts in education are Basic Education, Early Childhood Education, TSC, KICD, KNEC, Universities, and the TVET Act among others.


They include but are not limited to KICD, KNEC, TSC, TVETA, TVET CDACC, KUCCPS, HELB, KNQA, CUE, and KASNEB among others to streamline the operation in the education sector in Kenya.


A child is expected to start Grade 1 at the age of 5 years and progress onward to the highest level that they can go.


Those who don’t join secondary school can enroll for artisan courses at the youth polytechnic or TVET institution where they can acquire hands-on skills.


Those with a mean grade of C+ and above are eligible to pursue a bachelor’s degree in any university depending again on the subject cluster and the requirement of the course for that university.


The current high school (senior school) will offer different pathways depending on its infrastructure.


The Basic Education Curriculum Framework (BECF) 2019 by KICD, specifies three (3) pathways.


The industry aims to bridge the skills gap needed to make Kenya an industrialized country by offering a skilled workforce.


To achieve this the sector requires trainers and tutors who will equip learners with the skills needed in the industry.


They will impact the skills in middle-level management in the areas of artisan, craft, diploma, and higher diploma.


The Technical Vocational Education Training (TVET) sector aims to impart practical skills to learners so that they can compete in the skilled job market.


The Kenyan education system is governed by the Constitution 2010, Basic Education Act, Children Act, TSC Act, KICD Act, KNEC Act among other related regulations.


To start a private school in Kenya you should meet the basic requirements such as a safe and secure location, sanitation facilities, qualified teachers, governance structure, following the KICD curriculum, and maintaining necessary teaching and learning material among others.


Acquire books produced in and outside Kenya and such other materials and sources of knowledge necessary for a comprehensive national library.


Some of the consultancy offered includes library organization, information retrieval and access, publishing, and knowledge management among other services.


Kenyan Sign Language: Applicants should have a minimum KCSE Grade D or equivalent.


Qualifications: Applicants should have a minimum KCSE Grade D or equivalent.


The board also develops career guidance to be used by Kenyan students for progress.


Degree programmes: these are offered by universities and colleges for those with a minimum grade of C+ in KCSE.


Applications shall be subject to minimum subject requirements from regulators and training institutions where applicable.


For more competitive courses, the KCSE mean grade requirement will be high.


To secure your preferred course, ensure your KCSE grade is competitive enough for the college and the course selected.


Some of the main Acts in education are Basic Education, Early Childhood Education, TSC, KICD, KNEC, Universities, and the TVET Act among others.


Examples of SAGAs in the Ministry of Education in Kenya are KNEC, KICD, KEMI, KISE, TVETA, TVETCDACC, CUE, CEMASTEA, SEPU, HELB, KUCCPS among others.


For more on the roles and functions of KICD in curriculum development, see the KICD Curriculum Development Toolkit.


KNEC as a SAGA is mandated to offer assessment in basic education and tertiary institutions.


It helps to improve the uptake of STEM courses in secondary school by training teachers on the best method to implement the subject in school.


The TEA is responsible for the development of curriculum, assessment, and certification in the TVET sector.


Pertinent and contemporary issues (PCIs) are set to answer that question.


The 4 Pertinent and Contemporary Issues (PCIs) areas in the curriculum are citizenship, health, life skills and values, and social and economic issues.


The PCIs are integrated into the core competencies offered in CBC.


They are not taught as a separate subject but are integrated into all other areas as applicable.


The curriculum developed by KICD should cater to all these issues and integrate them into all subjects.


This ensures that at any given level of learning the student can gain skills that they can use to solve real-world problems.


They should impact the student on soft skills to navigate daily issues of life.


The 21st century learner should be equipped with the knowledge necessary to use the latest technologies that are used to collect, analyse, process, store, and disseminate information in the world.


Competency-Based Curriculum (CBC) has included digital literacy as one of the core competencies that all learners should have to meet the needs of the current information age.


The main types of digital skills that are taught in class are internet literacy, cyber security, media, basic office applications, computer hardware, and information literacy among others.


Basic skills include the following: Word processing, spreadsheets, presentations, and desktop publishing.


Digital skills in CBC today include:


The requirement for an education diploma is a minimum grade of C ( plain) in KCSE and above and a C+ (Plus) in the two subjects Specialization.


The TSC requirements for the course are a Minimum grade of C ( plain) in KCSE and above and a C+ (Plus) in the two subjects Specialization.


With the new CBC curriculum, the diploma program has also changed to align with the new requirements of classroom teachers.


The diploma is aimed at equipping these people with pedagogical skills on how to deliver content to learners at different levels of education.


The course includes both pedagogical, core subject units and teaching practice.


Key skills needed to be successful in performing arts.


Effective communication skills: when performing you will be required to communicate to the audience using verbal and non-verbal methods.


This means communication skills are a must for this course.


This means leadership skills will be needed.


The school can teach leadership learning skills.


Skills learned in the field like teamwork, leadership, critical thinking, and creativity can be implemented in class to improve performance.


To manage both they need to learn time management skills.


The course improves driving skills.


The skills include driving, road laws and regulations, and how to carry out first aid in case of an accident among others.


Road risk assessment: The driver will learn how to assess risk factors on the road and be cautious enough to avoid accidents.


To qualify Craft certificate (Level 5) a grade of D plain and above in KCSE is required or a pass in artisan in the area of interest.


To undertake the Artisan course (Level 4,), you must have a KCPE or KCSE mean grade of D- and E.


The CBC intends to be more practical and student-based.


To achieve the national educational goals, the government through KICD developed a Basic Education Curriculum Framework (BECF).


These key values are included in the CBC curriculum to achieve the requirements of the Kenya constitution.


These competencies are the pillars or foundation of what should be learned by all learners from basic levels of learning upwards.


This helps deal with pertinent and contemporary issues in the curriculum since students will be equipped with knowledge on how to handle those issues.


It gives the student self-awareness, and self-esteem, and improves interpersonal skills among others.


Every day new knowledge is coming up, old knowledge is becoming absolute, and new theories are being made.


The 7 core competencies in CBC are:


The main competencies covered in CBC are communication and collaboration, self-efficacy, critical thinking and problem-solving, creativity and imagination, citizenship, digital literacy, and learning to learn.


The core values of CBC are:


The main values that guide the implementation of CBC are responsibility, love, respect, unity, peace, integrity, patriotism, excellence, care and compassion, understanding and tolerance, and being ethical.


Community service learning is an integrated learning where learners are involved in community service within their locality.


Collaboration and leadership skills: the activities require collaboration from different parties which is a skill students can learn.


(knowledge, skills and attitudes to be applied by learners) rather than mainly focusing on what learners are expected to learn about in terms of traditionally-defined subject content.


Establishment of Schools What began as a spiritual education, as a way to find and experience the presence of God and to express the knowledge learned, has blossomed into a forest of different types and modes of education affecting people of all ages.


Out of their need to grow spiritually it was realized that there was an urgent need to help people digest and disseminate all that they learned, they needed to teach them different skills not only to understand but to be able to share all that they learned with others.


We encourage all to follow our school core values of compassion, inclusiveness, presence commitment, empowerment and above all achievement which will bring a great positive impact in one’s life.


I help them improve their socialization skills by helping them to improve their academics .


The ideal candidate will be a dynamic servant leader, committed to upholding Catholic values while fostering collaboration with stakeholders.


While traditional classrooms are generally designed to dvelop a child's theoretical knowledge, the other aspects of learning such as moral develoment, social development, creative development, civic development, emotional and physical development of the child are greatly enhanced by co-curricular activities.


ERCEC offers broad range of clubs and activities which develop and nurture skills, talent and develops confidence in our learners.


These courses usually cover skills like veneering, carving and furniture design and construction.


This will be achieved through training on different skills to promote self-reliance.


Building the skills of its users continuously by conducting proper user education and instruction through a variety of methods in order to provide guidance to the library’s collection.


He has broad knowledge and skills on child protection issues.


Core competencies: 7.


• In pairs, participants to buzz on the vision and mission statements • Participants to state the national goals of education • Brainstorm on the meaning of a competence and Competence Based Curriculum (CBC) • In groups, participants brainstorm on the meaning of each core competence and its importance • Participants to discuss the organisation structure of Basic Education and the learning areas in EYE Learning resources 1.


EYE Curriculum Designs 3.


Mark pens SESSION 1: OVERVIEW OF BASIC EDUCATION CURRICULUM FRAMEWORK 1 Facilitators Notes Meaning of Competency Based Curriculum The Competency Based Curriculum focuses on acquisition of competences to enable the learner to cope with life challenges.


CBC’s goal is to identify every learner’s potential and nurture the potential.


The Pillars of BECF 1.


• Gardner’s Multiple Intelligences Theory • Piaget’s Theory of Cognitive Development Note The pillars for the CBC are explained in the Basic Education Curriculum Framework.


A competence is the ability to apply appropriate knowledge, skills, attitudes and values to successfully perform a function.


The Competency Based Curriculum (CBC) focuses on acquisition of the desired knowledge, skills, values and attitudes to enable the learner to cope with life challenges.


There are seven (7) core competencies to be achieved by every learner in Basic Education namely: • Communication and Collaboration • Critical Thinking and Problem Solving • Creativity and Imagination • Citizenship • Digital Literacy • Learning to Learn • Self-efficacy The competencies will be mainstreamed in the appropriate strands and lessons.


CHANGE OF CURRENT SUMMARY


3.Physical impairment Mathematics Activities Mathematics Activities Environmental Activities Environmental Activities Psychomotor Activities Movement and creative Activities Kenya Sign language Kenya Sign language English Language Activities 3.Physical impairment Math Activities Mathematics Activities Environmental Activities Environmental Activities Psychomotor Activities Movement and creative Activities Kenya Learners will take the other learning areas as they are because they do not require adaptations.


Communication, social and pre-literacy skills 2.


Activities of daily living skills and Religious Education 6 4.


Pre numeracy skills 5.


The facilitator may be guided by the questions below to reflect on the presentation 1.


SESSION 2: INTERPRETATION OF THE CURRICULUM DESIGNS Time: 2 Hours Session Outcomes Facilitators Notes Components of the curriculum design  National Goals of Education  Level learning outcomes  Essence statement  Learning area general outcomes  Strands and Sub strands  Specific learning outcomes  Suggested learning experiences  Key Inquiry Question(s)  Core competences to be developed  Pertinent and Contemporary issues developed  Values  Link to other learning areas  Community Service Learning  Non-formal activities to support learning  Suggested learning and teaching resources  Suggested assessment methods  Assessment rubric ESSENCE STATEMENT An essence statement gives a general overview of a learning area.


Learning outcomes are the end result of what the learner is able to demonstrate upon completion of a lesson, sub-strand, strand or level.


The Competency Based Curriculum has three categories of learning outcomes.


8 b) Learning Area General learning outcomes These learning outcomes indicate what the learner is expected to achieve in a given learning area.


(c) Specific Learning Outcomes Every strand/sub strand/theme in the curriculum designs has specific learning outcomes which are geared towards achieving the general learning outcomes.


Values are standards set by the society to regulate behaviour of people who live there in.


Values influence how people feel, act and make choices in life environment that enhances academic attainment and develops learners’ values and social skills.


Nurturing of values will facilitate the achievement of the curriculum reforms’ vision, particularly with respect to molding ethical citizens.


Values are intended to address the prevailing societal challenges and usher in a desirable future.


In the CBC, eight core values have been mainstreamed as follows: • Love • Responsibility • Respect • Unity • Peace • Patriotism • Social Justice • Integrity Mainstreaming values in the curriculum designs Mainstreaming is the process of identifying suitable opportunities in specific learning areas, where values can be incorporated in the learning experiences.


The CBC designs have Pertinent and Contemporary Issues (PCIs) that have been identified as significant in the life of an individual and the society.


COMMUNITY SERVICE LEARNING (CSL) is an experiential learning approach that provides opportunity to practice knowledge and skills learned in the school to out of school environment.


It promotes the learner’s growth in social skills by building strong and productive relationships with the community.


9 LINK TO OTHER LEARNING AREAS Link to other learning areas in CBC refers to transfer of knowledge, skills and attitudes learnt in one learning area to another.


The teacher is expected to make a conscious effort to use concepts in one learning area to relate knowledge, skills and attitudes to another learning area.


Linkages give learners a holistic perception of learning by allowing them to see interrelationships in different learning areas.


The facilitators will be asked to reflect on the presentation.


By the end of the session, the participant should be able to: a) discuss the meaning of a learning outcome.


(c) mainstream PCI’s and values in a learning outcome.


activities, learners can be engaged in learning areas.


(e) Discuss linkages across learning areas.


Components of a Learning Outcome 3.


Developing a specific learning outcome 4.


Mainstreaming PCIs and Values in the Learning Outcomes Learning Experiences • In groups participants discuss participants to be guided to discuss components of a learning outcome.


• Participants to develop learning outcomes for a lesson in different learning areas and report in plenary.


• In groups participants to discuss how to mainstream PCIs and values in sub strands in different learning areas and report at plenary.


• Participants to identify knowledge, skills and values which are learnt in one learning area and can be linked to another learning area.


SESSION 3: INTERPRETATION OF THE CURRICULUM DESIGNS LINK TO OTHER LEARNING AREAS Link to other learning areas in CBC refers to transfer of knowledge, skills and attitudes learnt in one learning area to another.


National Goal of Education Promote positive attitudes towards good health and environmental protection ( No. 8).


Outcomes are usually expressed through the application of knowledge, skills and attitudes.


A specific learning outcome should begin with an action verb followed by the object of a verb followed by a phrase that gives the context.


A learning outcome should be observable and can be assessed.


Guide participants in analysing different learning outcomes from different learning areas.


Assessment • Observation • Written assignment • Group presentations Facilitators Reflection The facilitators to be guided by the questions below to reflect on the presentation 1.


SESSION 4: INTERPRETATION OF THE CURRICULUM DESIGNS – LEARNING EXPERIENCES AND RESOURCES Session Outcomes Time: 2 hours Session Outcomes By the end of the session, the participant should be able to: a) identify appropriate learning experiences to facilitate achievement of learning outcomes.


(b) use learning experiences to enable achievement of intended learning outcomes.


SESSION 4: INTERPRETATION OF THE CURRICULUM DESIGNS – LEARNING EXPERIENCES AND RESOURCES 12 Key Areas to Be Covered 1.


Learning experiences 2.


• In groups, participants identify appropriate learning experience for learning simulate and in plenary.


Learning Resources • Flip chart • Newsprint • Felt pens • Curriculum Designs (EYE) • Power point Facilitator’s Notes Pertinent and Contemporary Issues (PCIs) The facilitator to explain that PCIs are the prevailing phenonema related to the legal, technological, social, cultural and economic dynamics in society.


Life Skills Issues: skills of knowing and living with self, knowing and living with others, critical thinking and problem solving, etiquette, moral education and human sexuality.


Community Service learning is meant to create opportunity for learners to apply the knowledge and skills acquired through the formal dimension to provide service to the community while at the same time learning from the community.


Community Service Learning covers aspects of Citizenship, Entrepreneurship, Financial Literacy, Life Skills, Communication Skills and Research.


Learning experiences refer to activities the learner is exposed to so as to develop desired knowledge, skills, values and attitudes.


Learning experiences should be appropriate for acquisition of desired curriculum outcomes.


In the Competency Based Curriculum, the learner is expected to acquire knowledge, and develop desired skills, values and attitudes through appropriate learning experiences.


1. a) acquire knowledge and develop skills, values and attitudes 2. acquire the intended core competences 3. learn from one another 4. self-regulate and evaluate 5. Factors to consider when selecting learning experiences 6. e) engage deeply in the learnt concepts 7. consider the following factors:


Development of Key Inquiry Questions Suggested Learning Experiences The facilitator may apply the following during the session; i.


Brainstorming sessions Learning Resources • Flipchart • Newsprint • Felt pens • Curriculum Designs (EYE) Facilitator’s notes Facilitator shall explain the importance of key inquiry questions.


They also foster development of digital thinking skills and higher order capabilities such as problem solving.


However, it should be time, grade, context, strand and sub strand bound.


(Note: facilitator to ensure that all learning areas are covered during this activity)


They connect the learner with learning peers, teacher and promote critical thinking and problem solving skills.


Good key Inquiry Questions are: a) Focus on the learning outcome put learning in context open ended, non-judgmental, meaningful and purposeful with an aim to allow the learner to explore ideas b) Help learners construct knowledge by themselves c) Encourage collaboration amongst learners d) Develop learners interest and use of technology in the learning process e) Ill thought provoking and intellectually engaging, often sparking discussion and debate amongst learners f) Call for higher-order thinking, such as comprehension, analysis, inference evaluation, prediction and critique g) Raise additional questions and provoke further inquiry


Assessment The facilitator may use the following methods to assess effectiveness of the session: • Observation during plenary • Question and answer • Peer assessment • Reflection Facilitator to evaluate the session’s proceedings by finding out what worked well and what did not work and reasons why.


16 SESSION 6: PROFESSIONAL DOCUMENTS SCHEME OF WORK TIME : 2 HOURS SESSION Outcomes By the end of the session, the participant should be able to: a) identify different professional documents used by the teacher; b) develop schemes of work as a professional document to implement CBC; c) develop an Individualized Education Programme (IEP) as a professional document to implement CBC; d) appreciate use of schemes of work and Individualised Education Programme (IEP) in the implementation of CBC.


Individualised Education Programme (IEP) Suggested Learning Experiences • Take participants through the different components of the scheme of work.


• Using the curriculum designs ask participants in groups to develop a sample scheme of work for two weeks and present in plenary.


The development of these documents is guided by the curriculum designs and this enhances the teacher’s understanding of the designs.


• Plan for assessment.


In the Competency Based Curriculum, the scheme of work format has various components.


The school has a title (Scheme of Work) at the top, followed by a section that has administrative details, namely the name of the school, the grade, the learning area, the term and the year.


Learning Experiences 7.


Assessment 10 is the measurement of the number of students who are proficient in a subject.


18 Sample Scheme of Work SCHEME OF WORK Week Lesson Strand Sub strand Specific Learning Outcomes Learning Experiences Key Inquiry Question (s) Learning Resources Assessment Reflectio n 1 1 Listening and Speaking (Welcome and Greetings) Language structuresverb ‘to be’ By the end of the sub strand, the learner should be able to: a) Recognize the present tense forms of the verb to be in sentence.


• Recommended Course Book • Realia • Photos Pictures • Audio Visual • Charts • Flash Cards • Observation • Portfolio • Oral questions SCHOOL GRADE LEARNING AREA TERM YEAR Bidii Primary School 1 English Language Activities 1 2019 19 Week Lesson Strand Sub strand Specific Learning Outcomes Learning Experiences Key Inquiry Question (s) Learning Resources Assessment Reflectio n • In groups, learners identify words which have the taught sounds.


• Flashcards • Realia • Chart • Pictures • Photographs and models of letters • Audio-visual recordings • Oral question • Portfolio • Observation 20 Week Lesson Strand Sub strand Specific Learning Outcomes Learning Experiences Key Inquiry Question (s) Learning Resources Assessment Reflectio n reading preparedness.


Ideally, an IEP should be developed by a multidisciplinary team which may consist of the learner, a regular teacher, a special education teacher, assessment teacher, (Curriculum Support Officer – CSO- SNE) and other professionals such as psychologists, speech therapists, occupational therapists, physiotherapists, social workers and the parents.


An IEP focuses on an individual learner’s needs and allows each learner to acquire knowledge, skills, attitudes and values at his/her own pace. The core components of an IEP are: a) The learner’s present level of performance.


The current level of performance of the learner is assessed to identify those skills the learner has strengths in and those that he or she has weaknesses or challenges.


Assessment should take place during the lesson.


Assessment results may then be used in deciding what to teach and how to teach it.


This statement is referred to as a long-term learning outcome.


The long-term outcome is then broken down into short-term learning outcome.


These are competencies that should be developed to achieve the long-term learning outcome.


It is always good to evaluate progress after a specific short-term learning outcome.


The long term learning outcomes are the ones that are most important to the student.


ASSESSMENT This may be through; • Written exercises • Oral questions • Observation • Plenary presentations 24 37 Suggested Learning Experiences • Take participants through the different components of a lesson plan.


1. Key areas to be covered 2.


Progress records SESSION 7: PROFESSIONAL DOCUMENTS 25 38 Suggested Learning Experiences • Take participants through the different components of a lesson plan.


The teacher is advised to adopt inquiry-based learning techniques when planning, since they are learner centered and key to success in implementing the competency-based learning.


In preparing the lesson plan, the teacher should consider the following: 1) The specific learning outcome(s) 2) Learning experiences: how the specific learning outcome(s) will be achieved 3) Key Inquiry Question(s) 4) Integration of ICT in the lesson plan 5) Learning Resources 6) Core competences 7) Values 8) PCIs 9) Links to other subjects 10) Community Service Learning 11) Non Formal Activities 12) Assessment: a way of measuring how well the outcome was attained; test, worksheet and homework among others 26 39 Factors to consider when developing a lesson plan The teacher should consider the following: 1) The specific learning outcome(s) 2) Learning experiences: how the specific learning outcome(s) will be achieved 3) Key Inquiry Question(s) 4) Integration of ICT in the lesson plan 5) Learning Resources 6) Core competences 7) Values 8) PCIs 9) Links to other subjects 10) Community Service Learning 11) Non Formal Activities 12) Assessment: a way of measuring how well the outcome was attained; test, worksheet and homework among others 26 39 Factors to consider when developing a lesson plan The teacher should consider the


• Take participants through the different components of a lesson plan.


The school has a title (Lesson Plan) at the top, followed by a section that has administrative details, namely the name of the school, the grade, the learning area, date, time and roll.


improvise body percussions


(a) Life skills: singing, dancing and performing body percussions builds the learner’s self-esteem and self-awareness.


Grade 2 is the grade of the first grade.


Fig ........Sample Record of Work Administrative Details School: Ndambini Primary School Learning Area: Environmental Activities Name of Teacher: Fatuma Grade: 1 DATE LESSON WORK DONE REFLECTION SIGN 8/1/2018 9/1/2018 10/1/2018 11/1/2018 12/1/2018 ENVIRONMENT AND ITS RESOURCES WEATHER WEATHER WEATHER WEATHER WEATHER WEATHER WEATHER WEATHER WEATHER WEATHER


A Learner Progress Record is made up of a learner’s academic achievements, skills and abilities and school reports.


The Learner Progress Record may be used to form groups for differentiated small group instruction, and other Instructional Plans.


The progress record further enables the teacher to base their lesson plans on a detailed knowledge and understanding of each learner.


Importance of Progress Records Importance of Learners Progress Records includes: • helping teachers to plan appropriate learning experiences that will meet their learner’s needs; • identifying learners who are progressing slowly, so that action may be taken to support them; • providing the school leadership team with information about the progress learners are making across the school • providing information about whether learners are meeting age-related expectations and are ‘on track’ to meet expected outcomes used for accountability in schools and national assessment institutions • being a source of information for parental engagement with schools on how their children perform.


Progress


The average grade of both learners is 8


If you just show your learner this grade, it means nothing.


Peter has an average grade but he’s stuck.


This shows that a grade doesn’t show the real value: the process of improvement or the learning progress.


Competency based learning utilizes more of formative assessment as opposed to summative assessment.


These tools have been explained under Assessment Tools.


Name: Maria Katana School: Mambao primary Grade: 2 Learning area: Environmental Activities Ratings: Exceeds expectation (4); Meets expectation (3); approaches expectations (2); below expectations (1) Performance indicators Ratings of learner’s performance Exceeds expectations Meets expectations Approaching expectations Below expectations Remarks 1.1.1 Responds to different  Consistently responds to 32 45 weather conditions different weather conditions.


ASSESSMENT This may be through: • Written exercises • Oral questions • Observation • Plenary presentations REFLECTION The facilitator reflects on: • The successes and shortcomings of the session • How well the participants prepared lesson plan and record of work • What the participants did well/ did not do well • Why the participants were not able to do well in some • What improvements should be put in place next time 33 46 SESSION 8: ICT INTEGRATION IN COMPETENCE BASED CURRICULUM Overview of ICT Integration Time Frame: 1hr Session Outcomes By the end of this session the participant should be able to; a) state the meaning of ICT integration in the teaching and learning process; b) identify ICT resources that can be used during an ICT integrated lesson; c) identify factors that influence integration of ICT in a lesson.


TPACK Suggested Learning Experiences  Brainstorming the meaning of ICT integration  Brainstorming the different types of ICT resources  Group discussion on the different components of TPACK Learning Resources  Flip charts  Marker pens  Masking tape  Sticky notes  Laptop  Projector SESSION 8: ICT INTEGRATION IN COMPETENCE BASED CURRICULUM 34 47 Facilitator’s notes Overview of ICT Integration


ICT integration can be referred to as “the seamless infusion of information communication technologies to support and enhance the attainment of curriculum objectives, to enhance the appropriate competencies including skills, knowledge, attitudes and values” (Basic Education Act, Kenya, 2013).


Knowledge of:  Internet search engines, like google  Presentation softwares such as PowerPoint  Word processing softwares like Microsoft word  Multimedia elements such as, videos, photographs, audio, animations, text, illustrations, quizzes and exercises


Globally, educational systems are adopting new technologies to integrate ICT in the teaching and learning process, so as to prepare learners with the knowledge and skills they need in their learning areas.


ICTs can be used in various education activities, including teaching and learning, assessment, administration and teacher professional development.


Phone  Camera/digital imaging  Desktop Computer  Projector  DVDs/CDs  Radio  Laptops  Tablets  Television  Internet  Wiki blogs  Projectors Points to note  One can support the use of ICT resources in the classroom by developing their skills in a range of ICT resources available by considering how and why they can be used to support learning.


Must be relevant to the strand, learning outcomes and learning experiences.


It should cater for learners diversity in gender, values and culture.


Encourages problem-solving skills and/or cooperative learning.


PART A: ICT INTEGRATION IN COMPETENCE BASED CURRICULUM Development and Presentation of an ICT Integrated Lesson Plan and Lesson Time Frame: 4hrs Session Outcomes By the end of this session the participant should be able to: a) develop an ICT integrated lesson plan in his/her learning area; b) convert the ICT integrated lesson plan into an ICT integrated lesson; c) appreciate the use of ICT in the teaching and learning process.


ICT integrated lesson Suggested Learning Experiences  Participants work in groups to identify plug in points for ICT integration in a lesson plan  In groups, the participants convert the lesson plan into an ICT integrated lesson  A few groups are selected to present some of the lessons.


The main difference between components of an ordinary CBC lesson plan and ICT integrated lesson plan is the ICT resource(s) being used and the plug- in point(s) of the ICT resource(s) during the lesson.


Sample Lesson Plan with ICT Integration SCHOOL CLASS DATE TIME ROLL Bidii School Primary Grade 1 11/3/2019 8.10-8.40 am 30 Strand: Environment and its Resources Sub-Strand: Exploring Weather Conditions Learning Outcomes By the end of the lesson, the learner should be able to: 39 52 a) identify the weather conditions for environmental awareness; b) sing a weather song provided for learning and enjoyment; c) develop curiosity in observing the sky for enjoyment; Core Competencies: creativity, critical thinking and digital literacy.


Link to other learning areas: Religious Education on God’s creation; Movement and Creative Activities: drawing and coloring clouds, sun, moon and tree on a windy day; singing the ‘Weather song’.


To ensure that learners remain fully engaged in the lesson, it is important to give them an opportunity to interact and apply ICT skills, and use appropriate ICT tools that support learning outcomes.


Whatever ICT resource one uses in their lesson, they should always ensure that the specific learning outcome(s) is achieved.


PART B: ICT INTEGRATION IN COMPETENCE BASED CURRICULUM Introduction to CBC and ICT Integration Online Courses Time Frame: 2hrs Session Outcomes By the end of this session the participant should be able to: a) navigate through the courses on the online platform; b) register for the courses on the online platform; c) appreciate the continuous training on an online platform; d) appreciate the use of DLP devices in implementing CBC Key areas to be covered  Introduction to Kenya Education Cloud (KEC) and Digital Literacy Program (DLP)  Navigation through the online platform  Registration on the online platform Suggested Learning Experiences  Participants navigate through the online platform to access the Courses


KICD has developed two Online Orientation Courses that are hosted on Kenya Education Cloud (KEC).


CBC Online Orientation Course This will complement the already existing face to face trainings.


The online training will equip the teachers with the required relevant competences for effective and efficient implementation of CBC.


It will also provide opportunities for continuous practice of the learnt knowledge and skills.


Online ICT Integration Course This Course will equip the teachers with the required relevant competences to enable them integrate ICT in the teaching and learning process in line with the Digital Literacy Cocompetence in CBC.


Assessment  Oral questions  Observation  Correct registration on the online platform Reflection The facilitator reflects on:  The successes and shortcomings of the session  How well the participants were able to register on the online platform  What the participants did well/did not do well  What improvements should be put in place next time  SESSION 9: ACTION RESEARCH Time: (1 hr) Action research can either be described as activities initiated by an individual or group of teachers to collaboratively solve an immediate problem or a reflective process of progressive problem solving done by individuals working with others in teams or as part of a “community of practice”.


This can be done individually or collaboratively with other teachers in the school or neighboring schools. Session Outcomes By the end of the session, the participant should be able to: a) acquire skills to identify their own problems based on everyday experiences; b) create practical solutions to problems identified; c) be guided in coming up with the strategies to tackle their problems in a participatory and collaborative manner.


Key Issues to be covered Emphasis should be on the following elements: • Identify problems that teachers are experiencing • Find out it’s probable causes • Develop a solution to the problem that they can implement • Implement the proposed solution • Observe the implementation of the solution • Reflect on the results (and start over, if necessary) • Participants in groups identify the various challenges that they have so far encountered in teaching and learning and how they can solve the issues.


It provides skills to teachers to actively find out their everyday classroom concerns and create practical solutions to them.


This is a sustainable way of improving how the teachers implement CBC.


The Kenya National Examinations Council is a global leader in educational assessment and certification.


a. Identify the characteristics of the test subject


integrate formative assessment for enhancing the learning process


The design assessment rubrics are:


develop and use various assessment tools


develop and adapt assessment tools for learners with special needs


report assessment results.


The reforms in Kenya education curriculum were informed by the Kenya Institute of Curriculum Development (KICD) needs assessment study of 2016 and the Task Force Report of 2012 on the Re-alignment of the Education Sector to the Constitution of Kenya, 2010.


The curriculum reform was also aimed at addressing the aspirations of the Vision 2030, 21st Century Skills and the Sustainable Development Goals.


The framework outlined changes which culminated in a shift from the objective based curriculum to a Competency Based Curriculum.


The paradigm shift in the education curriculum called for a new mode of assessment.


The Kenya National Examinations Council (KNEC) has a Competency Based Assessment Framework (CBAF) which is a framework for assessing the skills of students.


The framework defined the roadmap to Competency Based Assessment with focus on formative assessment, assessment of higher order skills, self and peer assessment by learners, authentic assessment and assessment of values.


Authentic assessment is a measure of the learner's ability to perform a task or group of tasks.


KNEC organized an elaborate training workshop for teachers in order to equip them with the skills and knowledge required to implement Competency Based Assessment (CBA).


To facilitate the training, this manual was developed to enable teachers to conceptualize CBA, which entails development of standards, authentic tasks, assessment tools and reporting instruments.


Assessment will be developed in all the nine learning areas.


In this regard, the CBA training manual aims at equipping the teachers with suitable skills on development, adaptation and use of assessment tools for all learners with respect to their special needs.


Specifically, teachers will be trained on how to develop assessment tools in the five learning areas in the SNE stage-based pathway.


INTRODUCTION 50 xi At the end of the training, it is hoped that the assessment techniques and modules presented in this manual will facilitate the implementation of the Competency Based Assessment, because teachers will have familiarized themselves with CBA and its procedures, and will be able to undertake formative assessments at early years.


51 SESSION ONE THE COMPETENCY BASED ASSESSMENT DRAFT FRAMEWORK Overview of CBC and CBA By the end of the session, the participant should be able to: a) explain the meaning of CBC and CBA; b) explain the purpose of assessment; c) highlight the linkage between CBC and CBA.


• Biro pens • Writing pads • Masking tape • Chalk • Stick notes • Curriculum Designs • Flip Charts • Manilla papers • Marker pens • Session Outcomes Areas to be Covered Resources SESSION ONE 52 • Facilitator to explain the meaning of CBC and CBA


a purpose of assessment; ii.


iii.


CBC is a broadcasting company.


• The facilitator to summarize the discussion by giving the correct purpose of assessment and linkage between CBC and CBA.


Competency Based Curriculum (CBC) is a curriculum that teaches students skills in a variety of areas.


Competency Based Curriculum refers to an education programme that is based on demonstration of learners’ ability to apply the knowledge, skills, attitudes and values they are expected to acquire as they progress through their education.


Competency Based Assessment is a method of assessing skills and knowledge.


A learning process is a process of determining the ability of a learner to apply a set of related knowledge, skills, values and attitudes required to successfully perform tasks.


Competency Based Assessment is based on the principles of assessing learners as they use acquired knowledge and skills in a given situation.


The strategy aims at providing a way of building the skills and knowledge that learners require to perform identified tasks after going through a learning experience.


The main purpose of assessment is to inform and improve the quality of education and support long term learning achievement of learners.


The overall aim of Competency Based Assessment Framework (CBAF) is to provide a basis to create a sound and sustainable assessment system that includes the principles and professional standards of assessment.


The CBAF will facilitate the creation of a system that will provide sufficient information to the various education stakeholders to guide in: • improving learning and instruction; • identifying and nurturing every learner’s potential; • selection of pathways and tracks in senior secondary school; Facilitator’s Notes 53 • measuring learners’ achievement and certification at the end of basic education in Grade 12; • Establishing a means of measuring learners’ participation in Community Service Learning and acquisition of values as a mandatory part of the Learner Exit Profile at the end of Basic Education in Grade 12; • Providing assessment feedback to learners, schools, parents and other stakeholders in basic education; • Providing evidence as a basis for accountability of teachers, school administrators and other stakeholders in basic education; • Providing evidence as a basis for accountability of teachers, school administrators and other stakeholders in basic education.


The Linkage between Competency Based Curriculum (CBC) and Competency Based Assessment (CBA) The Competence Based Assessment Framework (CBAF) provides conceptualization and organization of assessment based on the Basic Education Curriculum Framework (BECF), which is the blueprint for the curriculum reforms.


The Basic Education Curriculum Framework (BECF) aims at developing the following core competencies and values.


Table 1: Core Competencies and Core Values Table 1: Core Competencies and Core Values • Communication and Collaboration • Critical Thinking and Problem Solving • Imagination and Creativity • Citizenship • Digital Literacy • Learning to Learn • Self-Efficacy • Love • Responsibility • Respect • Unity • Peace • Patriotism • Social Justice • Integrity Acquisition of specific core competencies and values by learners should be continuously assessed as the learner interacts with curriculum content at all levels.


• The Facilitator to guide participants in discussing the paradigm shifts in Competency Based Assessment.


• The participants compare the Competency-Based Assessment Framework for the Early Years Education and the Basic Education Curriculum Framework and identify the common features.


• The facilitator takes the participants through the features of the two frameworks and discusses the types of assessment appropriate for Early Years Education level.


• Participants familiarize themselves with assessment of the SNE stage based pathway as indicated in the CBAF.


The major shifts from the objective-based assessment to the competency-based assessment are as illustrated in Table 2.


Suggested Learning Activity Areas to be Covered Facilitator’s Notes 56 Table 2: Shifts from the Objective-Based Assessment to the Competency-Based Assessment Less of ... More of ... Assessment of learning (summative assessment) Assessment for and as learning (formative assessment) Assessment of knowledge acquired through rote learning Assessment of competencies developed Norm-referenced assessment Criterion – referenced assessment Competition Collaboration and Cooperation Rigidity (assessment based on a prescribed duration) Flexibility (assessment based on the pace of the learner) Assessment of lower order skills Assessment of higher order skills Teacher and national assessment Learner and peer assessment Arbitrary and imaginary assessment tasks Authentic assessment tasks Quantitative reporting of performance Qualitative reporting of performance Reproduction of knowledge Demonstration of creativity and talents Draft Competency-Based Assessment Framework (CBAF) for the Early Years Education Figure 3 indicates a section of the draft Competency-Based Assessment Framework.


It indicates assessment at the Early Years Education and at the Foundation Level of the SNE Stage Based Pathway.


Figure 2: Draft Competency Based Assessment Framework for Early Years 57 Figure 3 shows the CBC Early Years Education Framework.


Figure 3: CBC Early Years Education Framework Types of Assessment Applicable in CBA at the Early Years Education (EYE) Competency Based Assessment for the Early Years Education should be carried out continuously during the learning process as classroom assessment.


Formative assessment is should be carried out by the teacher throughout the learning process as classroom assessment.


Classroom Assessment provides regular feedback and allows teachers and learners to reflect on progress and adjust learning accordingly.


Assessment may involve both assessment for learning and assessment as learning.


Assessment for Learning is the process of seeking and interpreting evidence for use by teachers and learners.


This is carried out on a continuous basis to monitor the learner’s progress and to collect information on learners’ ability to demonstrate the required competencies.


Assessment for learning involves gathering data during the learning process, and provides feedback to the teacher learner and parents to improve learning.


The overall assessment should be followed by descriptive 58 remarks by the class teacher about positive and significant achievements of the intended competences.


Assessment as Learning occurs when a learner is assisted to develop a capacity to be independent, self-directed to set individual goals, monitor own progress or self-assess, and reflect on his/her learning.


The learner is provided with a clear roadmap to reach proficiency and to set criteria that have a variety of examples or models of good work for comparison. The emphasis and focus of this type of assessment is to foster skills and habits such as self-assessment, self-monitoring, and selfcorrection among learners.


It fosters self and peer assessment among learners and promotes self-awareness of strengths and weaknesses in learning.


Assessment of Learners in the SNE Pathway The CBA provides for assessment opportunity to all categories of learners with special needs (SNE).


Stage based assessment of learners with special needs will be stage based (at foundation, intermediate, pre-vocational and vocational levels) and not grade or age based.


The assessment will be individualized.


A) Describe the tools for competency based assessment; b) Explain adaptations of CBA tools to suit learners with special needs; c) Develop competency assessment reporting tools.


Competency assessment tools include:


• The facilitator guides participants in discussing Competency Based Assessment tools.


• Participants to develop assessment tools and adapt them for learners with special needs.


Competency Based Assessment Tools The following assessment tools can be used in CBA.


The learners can also be helped to develop and use their own tools to monitor their progress especially on selfefficacy (such as personal, social and decision making) skills.


(c) Rating Scales allow teachers to indicate the degree or frequency of the behaviours, skills and strategies displayed by the learner.


Rubrics are commonly used to evaluate learner performance with the Suggested Learning Activity Facilitator’s Notes (c) Rating Scales 60 intention of including the result in a grade for reporting purposes and teacher accountability measures.


Questionnaires can be used before teaching to find out the needs, characteristics, experiences and knowledge levels of learners (entry behaviour).


Questionnaires can be given to learners to gather feedback on how they are applying their learned competencies to challenging or difficult situations they are encountering in and out of school.


The project gives learners an opportunity to apply their acquired knowledge and transferable skills to a real life situation.


The portfolio file contains all the major learning activities, assessment projects and documents.


i.


(j) Learner’s Profile A learner’s profile is a summary of the teacher’s opinion on mastery of competencies acquired in a level.


The knowledge, attitude, skill levels and values can be assessed by peers, other learners, teachers, parents, and other community members.


Anecdotal notes may also be used to record specific observations of individual learner’s behaviours, skills and attitudes as they relate to their learning and the environment.


(l) Written Tests These are tests that are designed according to pre-determined criteria to measure competencies in specific learning areas.


The tasks should be designed to elicit evidence from the learner on their acquisition of learning outcomes and competencies such as creative thinking, problem solving, and communication.


Assessment adaptations involve modification of assessment methods and tools to suit learners with special educational needs.


Modifications may include presentation of assessment task, duration of tackling the task, ways of responding to the task and scheduling.


Competency Based Assessment Reporting Tools Participants suggest various ways of assessment reporting in CBA The facilitator to guide the participants in discussing: • School Readiness Report • School Year Report • Participants to develop School Readiness Report and School Year Report.


Notes 62 The following are among the various tools/instruments that are to be used to report assessment results to stakeholders.


(a) School Readiness Report This is a report to be issued by the school at the end of pre-primary years PP2 for informing learners and other stakeholders on learning achievement and areas requiring improvement.


(b) School Year Report This is a report to be issued by the school to every learner in each grade for informing the learner and parents/guardians on the child’s learning progress as well as areas requiring improvement.


Participants to reflect on the following: a) Effects of the shift from objective based to Competency Based Assessment (CBA) on learners, teachers and parents.


b) Effective ways of carrying out classroom assessment c) Use of various assessment tools in reporting classroom assessment feedback


Notes 63 SESSION TWO AUTHENTIC ASSESSMENT Overview of Authentic Assessment By the end of the session, the participants should be able to: a) show understanding of authentic assessment 2) Meaning of Authentic Assessment 3) Differentiating between authentic and traditional assessment 4) Tools for authentic assessment 5) Benefits of authentic assessment 5) Steps of creating authentic assessment • Text Books • Curriculum Designs • Flip Charts • Manilla papers • Marker pens • Samples of Authentic tasks in all learning areas • Biro pens • Writing pads • Masking tape • Chalk • Stick notes • In pairs, participants discuss the meaning of authentic assessment.


• In pairs participants discuss and share on how they assess learners in the CBC and in the 8.4.4 system to identify differences between authentic and traditional assessment.


• In pairs, participants mention various tools of authentic assessment as discussed in the previous presentation.


• In pairs, participants discuss benefits of authentic assessment.


Session Outcomes Areas to be Covered Suggested Learning Activity Resources –authentic tasks SESSION TWO 64 • In pairs, participants discuss steps of creating authentic assessment.


Authentic Assessment is a quality assessment in which a learner is assessed in a manner that is consistent with the kinds of performances on the task and a rubric by which their performance will be evaluated.


In authentic assessment, learners are asked to perform real-world tasks that demonstrate meaningful application of essential knowledge and skills, thus making it interesting and meaningful, as it focuses on the learner’s performance and the quality of work.


Table 3 presents the differences between authentic and traditional assessment.


Table 3: Differences between Authentic and Traditional Assessment Traditional Assessment Authentic Assessment Learners are required to demonstrate knowledge by selecting a response (giving correct answers) through written tests Learners are required to demonstrate proficiency by performing relevant tasks of showing application of what has been learned Standardized, valid and reliable Needs well defined criteria and standards to achieve reliability and validity Provides a teacher with a summary of what the learners know (knowledge) Provides teachers with a more complete picture of what the learners know and what they can do with what they know (apply knowledge) Learners are required to recall knowledge that has been taught Learners can construct new knowledge out of what has been taught Focuses more on the product Focuses more on the process towards completing the product TOOLS FOR AUTHENTIC ASSESSMENT The following are tools that you may use to conduct authentic assessment.


• Observation schedules • Checklists • Rating scales • Rubrics • Questionnaires • Facilitator’s Notes 65 • Projects • Journals or diaries • Learner’s profiles • Anecdotal records • Written tests BENEFITS OF AUTHENTIC ASSESSMENT The following are the benefits of Authentic Assessment: • Uses tasks that reflect real life experiences • Focuses on high order thinking skills • Requires active performance to demonstrate understanding • Involve interesting and engaging assessment tasks • Teacher and the learner collaborate in determining the assessment; • Ensures success for every child, (focuses on progress rather than identifying weakness); • Encourages the integration of learning and assessment.


The figure below presents the steps in the creation of authentic assessment.


Figure 4: Step 1 – Developing Standards A standard is the level at which learners should demonstrate achievement of the learning outcome(s).


When developing standards, the teacher should analyse the learning outcome from the curriculum designs to establish the overall competency to be demonstrated.


Table 4 includes examples of standards from different learning areas.


Table 4: Standards from Different Learning Areas 66 • Projects • Journals or diaries • Learner’s profiles • Anecdotal records • Written tests BENEFITS OF AUTHENTIC ASSESSMENT The following are the benefits of Authentic Assessment: • Uses tasks that reflect real life experiences • Focuses on high order thinking skills • Requires active performance to demonstrate understanding • Involve interesting and engaging assessment tasks • Teacher and the learner collaborate in determining the assessment • Ensures success for every child, (focuses on progress rather than identifying weakness); • Encourages the integration of learning and assessment


Table 4: Standards from Different Learning Areas Learning Area Strand Sub-strand Specific Learning Outcome Standards


The task will then be formulated and it should be appropriate for multiple contexts (rural, urban environment); should not depend heavily on access to technology; should be integrative (focus on many skills and other learning areas); include opportunities for peer collaboration; encourage self-assessment and deep reflection.


Suggested Learning Activity Learning Area Strand Sub-strand Specific Learning Outcome Standards Language Activities Listening and speaking Attentive listening A) listen attentively during a conversation, b) respond to simple specific threedirectional instructions in oral communication, c) Appreciate the importance of listening attentively for effective communication


STEP 3 – Determining Criteria 68 Description of Authentic Tasks An authentic task is an assignment given to learners to assess their ability to apply knowledge and skills to real world challenges.


Authentic tasks: • Have diverse responses • Are deeply integrative-require many skills • Promote critical thinking and problem solving • Allow for differentiated learning • Involve planning, doing, revising and reflecting • Include opportunity for peer collaboration • Encourage self-assessment and deep reflection • Require time to complete Development and Review of Authentic Tasks (cont’d) By the end of the session, the participants should be able to: a) Develop authentic tasks Description of Authentic Tasks An authentic task is an assignment given to learners to assess their ability to apply knowledge and skills to real world challenges.


Characteristics of Authentic Tasks Authentic tasks: • Have varied responses • Are deeply integrative-require many skills • Promote critical thinking and problem solving • Allow for differentiated learning • Involve planning, doing, revising and reflecting • Include opportunity for peer collaboration • Encourage self-assessment and deep reflection • Require time to complete Development and Review of Authentic Tasks (cont’d) By the end of the session, the participants should be able to: a) Develop authentic tasks 69 b) Review authentic tasks In groups, participants will be given samples of authentic tasks in all learning areas for reference.


a) What do I feel most confident about in the implementation of authentic assessment (what am I doing right?) b) What do I feel are the biggest challenges to implementation of authentic assessment?


Targeted Learning areas include (i) Environmental activities, (ii) Movement and Creative activities, (iii) Religious activities, (iv) Language activities.


Respect for rich diversity in plants, responsibility as they take care of plants and each other, unity as they work together in groups.


Targeted learning areas include (i) Environmental Activities, (ii) Religious Activities, (iii) Language Activities, 73


Core Competencies are targeted; Communication and collaboration is achieved when they sing together; critical thinking and problem solving, imagination and creativity are achieved when they compose their own songs, self-efficacy as they perform to others and digital literacy as they search for tunes and dance moves online.


Link to values Appreciating rich diversity of plants, responsibility, care for plants etc.


Targeted learning areas; (i) Movement and creative activities.


(ii) Language activities 75 Core Competencies Targeted Communication and collaboration through interaction during group work, imagination and creativity when printing coloured patterns using leaves, digital literacy as they use technology to observe varied types of leaves.


Link to values Emphasis on practice of respect for each other’s work, responsibility for ensuring that materials and tools are properly handled.


1.5 Language activities Environmental activities Core Competencies targeted Communication and collaboration, learning to learn, critical thinking and problem solving, imagination and creativity.


Link to values Appreciating rich diversity of plants 76 SESSION THREE ASSESSMENT RUBRICS Assessment Rubrics Competence Based Assessment emphasizes on formative assessment.


Teachers are encouraged to embrace classroom assessment, especially the assessment of competencies.


Rubrics enable the teacher to apply a multi-assessment approach of a competence where the focus goes beyond assessment of academics to include assessment of such aspects as values and community service learning.


The aim of the session is to equip the participant with knowledge and skills on rubrics and how to use them effectively when assessing learners.


A participant should be able to: a) describe an assessment rubric; b) identify the core components of rubrics; c) describe analytic and holistic rubric; d) state the benefits of rubrics.


Description of an Assessment Rubric 2.


• Curriculum designs; • Flip charts; • Masking tapes; • Sticky notes; • Felt pens; • Folder with samples of rubrics; Session Outcomes Areas to be Covered Suggested Learning Activity Resources -rubrics SESSION THREE 77 In groups, participants: a) state their understanding of the term rubric b) share experience on their use of rubrics in pairs/small groups c) discuss the benefits of rubrics to: Learners; Teachers; Parents; policy makers and other interested parties d) identify various parts of a rubric e) describe the core parts of the rubric


• omits important details, facts, and/or concepts • thorough presentation of important details, facts, and concepts • with some errors • thorough solution without errors • without complete understanding • thorough, extensive understanding • generally explains • thorough mastery of extensive knowledge • uses a single method • uses multiple methods • represents a single perspective • represents a variety of perspectives • identifies few connections • draws complex connections • Facilitator’s Notes SESSION THREE ASSESSMENT RUBRICS Assessment Rubrics Competence Based Assessment emphasizes on formative assessment.


Rubrics are used to design curriculum and assessments.


Levels of performance determine the degree of performance which has been met and will provide for consistent and objective assessment and better feedback to learners.


Scores are the system of numbers or values used to rate each criterion and often are combined with levels of performance.


Figure 5: Components of a Rubric (Source: KICD design Vol 2 G3.S.


Table 6: Sample Assessment Sheet Types of Rubrics There are two types of rubrics.


It scores the overall competencies of the learner without assessing each criterion separately.


Rukia Neema 81 By the end of the session, the participant should be able to: a) develop sample analytic rubrics b) demonstrate how to incorporate rubrics in classroom assessment c) use rubrics effectively In groups, participants should: • develop an Analytic Rubric and an assessment sheet; • Present and analyze the rubric(s) they have developed; • Identify what they like or dislike about the rubrics developed; • Suggest ways of improving the rubrics; • Present their findings to the plenary.


By the end of the session, the participant should be able to: • develop sample holistic rubrics b) demonstrate how to incorporate holistic rubrics in classroom assessment c) use rubrics effectively In groups, participants to: • develop a holistic rubric and an assessment sheet; • Present and analyze the rubric(s) they developed; • Identify what they like or dislike of the rubrics developed; • Suggest ways of improving the rubric; • Present their findings to the plenary Suggested Learning Activity Session Outcomes Suggested Learning Activity In groups, participants to brainstorm on various types of rubrics.


Suggested Learning Activity Facilitator’s Notes Session Outcomes 82 Using Rubrics Effectively Rubrics can be used effectively in the following ways: a) Share rubrics with learner before giving the task; b) Have learners evaluate their own work using the rubrics; c) Have learners evaluate each other’s work using the rubrics; d) Use the rubrics as the basis for feedback discussions with learner(s) while their work is developing and when their work is completed; e) Involve learners in revising and improving the rubrics; f) Grade learners based on the rubrics.


d) How to apply the knowledge and skills acquired in your teaching


Demonstrates knowledge by explaining and elaborating on responses.


Session I: 8.00 a.m.


Portfolio is a purposeful collection of learner’s work that shows their effort, progress and mastery of a specified learning outcome or competency.


Portfolios are used in educational assessment.


It contains work that can be later selected for showcase and assessment portfolios.


It contains collection of work guided by learning areas, learning outcomes and core competences to be developed.


Figure 9: Examples of Entries in a Showcase Portfolio Assessment Portfolio This type of portfolio is used to document mastery of skills or competences in a particular learning area.


Portfolios are used to: a) show achievement for grading purposes; b) document progress towards standards; c) place learners appropriately 89 Figure 10: Examples of Entries in an Assessment Portfolio Development of Portfolio By the end of the session the participants should be able to: a) Describe the stages of developing a portfolio; b) Identify features of a good portfolio; c) Manage a portfolio in classroom assessment; d) Engage parents in portfolio assessment; e) Explain the importance of portfolio assessment.


During the first stage of the portfolio development process, participants discuss and make presentations on the stages of developing a portfolio.


• Types of portfolio – working, show case, or assessment • Audience – the consumers of the portfolio (teachers, parents, school administration, KNEC, MoE).


Stage 3: Collecting Work Samples Learners should be guided by the teacher on how to assemble meaningful work that reflects their own progress and mastery of competencies.


The collection should be guided by: Suggested Learning Activity Facilitator’s Notes 91  Purpose of the portfolio  Specified learning outcomes and competencies  Evaluation criteria  Personal goals and interests  Stage 4: Selection of Work Samples  This is the decision-making stage where the learner selects the work to be added to the portfolio and how it should be arranged.


Stage 5: Reflection Every learner should make a self-assessment comment on the work selected for addition to a portfolio.


(d) What do I do to improve on the item?


In groups, participants discuss and make presentations on the features of a good portfolio, management of a portfolio and parental engagement in portfolio assessment Suggested Learning Activity Facilitator’s Notes In groups, participants discuss and make presentations on the stages of developing a portfolio STAGES OF DEVELOPING A PORTFOLIO Stage 1: Planning The purpose is to show learners progress, achievement or mastery of competencies and learner interest or talents.


The Learning Materials also includes the learner’s personal details such as Name, Grade, School, Gender and Age.


The contents can be organized based on learning areas, tasks or core competencies.


Core items are required for each learner to facilitate decision making during assessment.


Core items provide evidence of performance on the specified learning outcomes or competencies.


The purpose of a portfolio is to show learners progress, achievement or mastery of competencies and learner interest or talents.


Parental Engagement In Portfolio Assessment There should be a planned program for parental engagement in portfolio assessment.


Portfolio assessment, ii.


Assessment is integrated in teaching and learning process.


ü It allows demonstration of a wide range of competencies.


The portfolio should aim at demonstrating the learners’ progress, achievement and interest in the areas outlined in the rubrics and the core competencies.


Session Outcomes Suggested Learning Activity 95 SESSION FIVE REPORTING OF ASSESSMENT FEEDBACK Assessment Reporting Tools By the end of the session, participants should be able to develop tools for reporting feedback on classroom assessment.


1) In groups, participants brainstorm on the components of assessment feedback reporting tools.


2) In groups, participants develop assessment feedback reporting tools.


The teacher should record the learner’s achievement level for each learning area using the rating in the table.


EARLY LEARNING AND BASIC EDUCATION SCHOOL YEAR REPORT FOR EARLY YEARS OF EDUCATION 1.


TERM COMMUNICATION, POSITIVE & PRE-Literacy Skills 1 2 3 Teacher’s Statement on Learner’s Performance Communication Readiness Recognizing Multi-Sensory Stimuli within the Environment Verbal Expressive or Non-Verbal Expressive Communication Skills Argumentative and Alternative Aided Communication Skills Social skills AFFIX LEARNER’S PHOTO HERE 54 MINISTRY OF EDUCATION STATE DEPARTMENT OF EARLY LEARNING AND BASIC EDUCATION SCHOOL YEAR REPORT FOR SNE STAGE BASED PATHWAY–FOUNDATION LEVEL 1.


The General Information Year is MOE School. The Name of the School is MOE. The Attendance is NEMIS. The Grade is NO.


COMMUNICATION, POSITIVE AND PRE-LEARNING AREAS TERM Communication, Social and PreLiteracy Skills 1 2 3 Teacher’s Statement on Learner’s Performance Communication Readiness Recognizing Multi-Sensory Stimuli within the Environment Verbal Expressive or Non-Verbal Expressive Communication Skills Argumentative and Alternative Aided Communication Skills Social skills Interpersonal Relationships Pre-reading and Pre writing Skills AFFIX LEARNER’S PHOTO HERE 102 12 LEARNING AREAS TERM Interpersonal Relationships Pre-reading and Pre writing Skills Daily Living Skills and Religious Education 1 2 3 Teacher’s Statement on Learner’s Performance Personal Items Toileting Prayer Feeding Dressing and Undressing Our environment Sensory-Motor and Creative Activities 1 2 3 Teacher’s Statement on Learner’s Performance Sensory Perception Sensory Integration Psychomotor Activities Creative Activities Music and Movement Orientation and Mobility 1 2 3 Teacher’s Statement on Learner’s Performance Body awareness Use of body parts in Orientation and Mobility Body Posture Position in space and direction of


The following are the main points of the Task Force Report: • Integrating early childhood into primary education • Reforming secondary curricula • Modernizing teacher training • developing programmes for learners with special needs among others • • Draft Sessional Paper on ‘Reforming Education and Training in Kenya’ • reforming the education sector to provide for the holistic development of learners • Recommends a competency based curriculum • Early Identification and nurturing of talents • Introduction of values • Introduction of three learning pathways at Senior Secondary School level.


Teachers rarely use formative assessment (assessment for learning).


Assessment was limited to summative assessment (assessment of learning).


• graduates at secondary school level also did not acquire adequate entrepreneurial skills for self-reliance.


• did not provide flexible education pathways for identifying and nurturing aptitudes, talents and interests of learners early enough in order to prepare them for the world of work, career progression and sustainable development.


• skills gaps identified – agricultural, entrepreneurial, vocational and technical skills, innovation and creativity and ICT .


• recommended a needs assessment survey.


Promote sound moral and religious values


Life skills, Values and human sexuality 3.


Other programs to support CBC include:


•Guidelines, career guidance, counselling services, peer education, mentorship, learning to live, Parental empowerment and engagement.


1. Learning Areas for Early Years Education 2. Mathematical Activities 3. Language Activities 4. Environmental Activities 5. Psychomotor and Creative Activities 6. Religious Education(CRE,IRE,HRE) and PPI 2. (1 PPI) Total No of lessons per week 25 Lower Primary Education Learning Area Lessons Per Week 1 Literacy Activities and Indigenous Languages /Braille 5. 2 Kiswahili Language Activities/Kenya Sign Language for learners who are deaf 6. English Language Activities 3. Mathematics Activities 4. Environmental Activities 5. Hygiene and Nutrition Activities 2. 7 Religious Activities (CRE/IRE/HRE) 3. 8 Movement and Creative Activities 8. (5 for Movement 2 for Art & Craft, 1 for music) 9 Pastoral Programme of Instruction 1 Total Lesson Per Week 35 PROPOSED UPPER PRIMARY & LOWER SECONDARY LEARNING AREAS 1.


Life Skills Education 12.


1.Visual impairment Mathematical Activities Mathematics Environmental Activities Environmental Activities Science and Technology Agriculture Home Science Braille Psychomotor Activities Movement and creative Activities Social studies PHE Pre braille Activities Braille literacy Creative Arts 2.Hearing impairment Environmental Activities Environmental Activities English Psychomotor Activities Movement and creative Activities Social studies Creative Arts Kenya Sign language Kenya Sign Language Science and technology English Language Activities


PP1- G1&2 G3 G4 G4 G5 G6 G4 G5 G6 G7 G7 G8 G9 F.1 G10 F.2


* Whether the expected/intended competences/values/ skills are being achieved.


• MLP will NOT be used to determine who moves from Grade 3 to Grade 4.


Box 73598-00200, Nairobi, Kenya COMPETENCY BASED ASSESSMENT FRAMEWORK (CBAF) 2 Aspects of the Competency Based Assessment Draft Framework (CBAF ) Introduction of CBA Linkage between CBC and CBA Types of Assessments Overview of the Presentation AIM To provide a basis for creating a sound and sustainable assessment system, principles and professional standards of assessment.


Improving learning and instruction; Identifying and nurturing every learner’s potential; Selection of pathways and tracks in senior secondary school; Measuring student achievement and certification at the end of basic education in Grade 12; Establishing a means of measuring learners’ participation in Community Service Learning and acquisition of values as mandatory part of the Learner Exit Profile at the end of Basic Education in Grade 12; Providing feedback to learners, schools, parents and other players in basic education; and Providing a basis for accountability of teachers, school administrators and other players in basic education More on : formative and less summative assessments assessment of higher order skills than lower order skills self and peer assessments by the learners multiple than one off assessments authentic assessments performance assessments qualitative than quantitative feedback acquisition of values A process of determining the capability of a learner to apply a set of related knowledge, skills, values and attitudes required to successfully perform tasks.


CBA is based on the principles of assessing learners as they use acquired knowledge and skills in a given situation.


Aims at providing a way of building the skills, knowledge, attitudes and values that learners require to perform identified tasks as they go through learning experiences.


ACTIVITY 1: (03 Minutes) In pairs, brainstorm and write down the linkage between CBC and CBA.


core competencies, values, PCIs, Community service Learning


Learning experiences that are appropriate for learners in order to develop the desired competencies


Assessment tasks can be used to measure the learner’s acquisition of the desired competencies.


11 12 13 Classroom Assessment- (CA) Formative assessment is to be carried out by the teacher throughout the learning process National Assessment This will be carried out at the end of the Early Years Education MONITORING LEARNER PROGRESS (MLP) at Grade 3 14 ACTIVITY 2 (03-Minutes) Participants to brainstorm on the different types of assessment used during the learning process.


15 Assessment for learning is the process of seeking and interpreting evidence for use by teachers and learners.


Assessment as Learning occurs when a learner is assisted to develop a capacity to be independent, self-directed to set individual goals, monitor own progress or self-assess, and reflect on his/her learning.


17 Assessment of Learning is a comprehensive process used to summarize and communicate what a learner knows and can do with respect to curriculum learning outcomes and expectations at the conclusion of a defined instructional period, time or tier.


A classroom assessment tool


3 Competency Based Assessment Tools Observation schedules Checklists Rating Scales Rubrics Questionnaires Project Journals Portfolio Oral or Aural Questions Learner’s Profile Written Tests Anecdotal Records 4 OBSERVATION SCHEDULE This is a schedule outlining characteristics and behaviour that learners manifest during the performance of specific tasks individually or as a group.


learners too can be guided to develop and use their own tools to monitor their progress especially on selfefficacy (such as personal, social and decision making) skills.


RUBRICS  consist of a fixed measurement scale and detailed description of the characteristics for each level of performance  the descriptions focus on the quality of the performance and not the quantity  are commonly used to evaluate learner performance with the intention of including the result in a grade for reporting purposes and teacher accountability measures 10 QUESTIONNAIRES  a list of questions on various aspects of a person’s situation or issue  can be used before teaching to find out the needs, characteristics, experiences and knowledge levels of learners (entry behaviour)  can be given to learners to gather feedback on how they are applying their learned competencies in and out of school 11 PROJECT  a set of activities implemented within a set timeframe with a clear start and end time, with a clearly stated purpose and set of objectives  gives an


Assessment through journals and diaries should be a joint venture between the learner and the teacher.


Oral questions are posed by the teacher verbally  aural questions are usually pre-recorded and played to the learner  allow the learner time to think then call randomly to respond  use both closed-ended and open-ended questions  include questions that promote higher order thinking  a Learning Profile  a summary of the teacher’s opinion on mastery of competencies acquired in a level  constructed using information obtained from observation schedule, learner’s journal, checklist, portfolio and involvement in projects 18 ANECDOTAL RECORDS  an account of an event in a child’s day  reports, photos and drawings may be used to describe, in a factual way, the incident, its context, and what was said or done by the participant(s)  may also be used to record specific observations of individual learner’s behaviours, skills and attitudes as they relate to their learning and the environment 19 WRITTEN TESTS  are designed according to pre-determined criteria that measure competencies in specific learning areas  designed to elicit evidence


Define authentic assessment 2.


Differentiate between authentic and traditional assessment 3.


Give benefits of authentic assessment 5.


Develop authentic assessments (tasks) AREAS TO BE COVERED 3 Is a form of Assessment in which learners are asked to perform real-world tasks that demonstrate meaningful application of essential knowledge and skills.


The actual driving test is authentic assessment while a written test on driving is traditional assessment.


AUTHENTIC ASSESSMENT is the study of the physical and mental state of the human body.


In Authentic Assessment: (a) learners create a response to a question.


(d) learners demonstrate their control over the essential knowledge being taught by actually using the information in a way that reveals their level of understanding.


5 TRADITIONAL VERSUS AUTHENTIC ASSESSMENT Traditional Assessment Authentic Assessment Requires learners to demonstrate knowledge by selecting a response to written tests Requires learners to demonstrate proficiency by performing meaningful tasks that require application of what was learned.


Measures the learners knowledge of the content Measures the learners ability to apply knowledge of the content in meaningful ways (real life situations) Provides a teacher with a summary of what the learner knows (knowledge) Provides a more complete picture of what the learner knows and what they can do with what they know (apply knowledge) Learners are required to recall knowledge that has been taught Learners can construct new knowledge out of what has been taught Provides limited ways for learners to demonstrate what they have learned Provides multiple avenues for learners to demonstrate what they have learned 6 Traditional Assessment Authentic Assessment Focus is on the content Focus is on the competences Teacher centred Learner centred.


Focuses on high order thinking skills 3.


Involve interesting and engaging assessment tasks 5.


Teacher and learner collaborate in determining the assessment 6.


8 Is an assignment given to learners to assess their ability to apply knowledge and skills to solve real world problems or challenges.


9 STEPS OF CREATING AUTHENTIC ASSESSMENT Strand Sub- strand Specific Learning Outcomes (Standards) Health practices Healthy habits The leaner can.: a) mention healthy habits that promote our well-being, b) state the importance of practising health habits for our well-being, c) practice health habits that promote our well-being, d) appreciate the importance of observing health habits for our well-being.


a) identify ways of keeping safe from unfavourable weather conditions b) keep safe from unfavourable weather conditions c) demonstrate knowledge of keeping safe from unfavourable weather condition


Are deeply integrative-require many skills 3.


Encourage self-assessment and deep reflection 8.


16 Target both the knowledge and the Core competence (skills) Core competences/21st Century Skills/skills are 7 1.


but the stem of the question should (for now) target 17 Target both the knowledge and the Core competence (skills) The stem of the question should target the critical core competences.


[email protected] * Session Aim The aim of the session is to equip participants with knowledge and skills on rubrics and how to use them effectively when assessing learners.


A rubric is a tool used to interpret and grade leaners’ work against criteria and standards.


A rubric makes explicit a range of assessment criteria and expected performance standards.


Criteria: describes knowledge, skills and attitude that one is looking for: e.g Exploring soil characteristics;  Level of performance; determines the degree of performance which has been met


S/No Criteria Categorization of plants Safety when handling plants Fill in additional criteria Teacher Statement on learner Performance


Henry Matasia * 8  Identify the criteria  Develop the descriptors for the various levels Using Rubrics Effectively  Share rubrics with learner before giving the task;  Have learners evaluate their own work using the rubrics;  Have learners evaluate each other’s work using the rubrics;  Use the rubrics as the basis for feedback discussions with learner(s) while their work is developing and when their work is completed;  Involve learners in revising and improving the rubrics;  Grade learners based on the rubrics.


Provide an overview of learners’ achievements;  Motivate learners to reach the standard specified;  Give learners control of their own learning process;  Give formative feedback;  Easier for the teacher to share with learners and parents about certain strengths and weaknesses;  Guide learners on areas that require improvement;  Make scoring easy and faster


A portfolio is one of the assessment tools used in educational assessment.


Assessment Portfolio This is a collection of work in progress as well as finished samples of work (products).


It contains collection of work guided by learning areas, learning outcomes and core competencies to be developed or individual learner’s areas of interests.


8/19/2019 16 8/19/2019 17 SHOWCASE PORTFOLIO shows ... (a) Accomplishments (b) Samples of work for placement (c) Learners perception of his/her best or interest Functions of parts of a plant Photograph of a thorny plant A PLANT 8/19/2019 18 This type of portfolio is used to document mastery of skills or competencies in a particular learning area.


The content in this type of portfolio is guided by the competencies specified in the curricular.


The following events are on the 8/19/2019 calendar:


(a) Achievement for grading (b) Progress towards standards (c) samples of work for learners placement 8/19/2019 21 8/19/2019 22 8/19/2019 23 8/19/2019 24 2.1 Planning 2.2 Communication 2.3 Collection of work 2.4 Selection of work samples 2.5 Reflection 2.6 Feedback 8/19/2019 25 2.1Planning a) The function / purpose- To show learners progress, achievement or mastery of competencies , learner interest or talents.


(c) Audience: the consumers of the portfolio