8/19/2019 26 2.2 Communication The teacher should communicate to the learners, Headteacher, other teachers and parents about the: a) purpose of the portfolio b) Assessment criteria c) Requirements 8/19/2019 27 2.3 Collection of work samples Learners are guided by the teacher to assemble work that reflects their own progress and mastery of competencies.


a) Purpose of the portfolio b) Specific learning outcomes and competencies c) Evaluation criteria d) Personal goals, interests and abilities 8/19/2019 28 2.4 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.


8/19/2019 29 2.5 Reflection Learners should make a self assessment comment on the work selected for addition to a portfolio, and on their own work.


(Based on the assessment criteria or own interests)


Feedback should be positive and focus on the work rather than the individual learner. Feedback may be provided after the learners’ reflections on their own work 8/19/2019 32 By the end of the session, the participants should be able to a) Identify features of a good portfolio b) Manage portfolio assessment in the classroom c) Engage parents in portfolio assessment d) Explain the importance of portfolio assessment


Cover Table of Contents Entries Dates Drafts Reflections 8/19/2019 35 Cover Page This includes the learner’s personal details;  Name,  Age  Grade,  Gender  School.


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


8/19/2019 40 In groups, Participants to discuss and make presentations on the following: a) Management of portfolio in classroom assessment a) Parental engagement in portfolio assessment b) Importance of portfolio assessment


4.6 Ensure that storage holders for the portfolio are made from manila envelopes, folders, files, or learners can improvise their own using locally available materials 8/19/2019 43 5.1 There should be a planned program for parental engagement in portfolio assessment.


5.2 The parents should be informed about a) portfolio assessment; b) Participation in learner-led portfolio conferences/interactions; c) Feedback to their child; d) Identifying and providing learning opportunities and resources; e) Support for their child’s effort and interest.


8/19/2019 44 6.1 Assessment is integrated in teaching and learning process.


8/19/2019 45 6.5 It allows demonstration of a wide range of competencies.


8/19/2019 46 In groups, participants to develop and present an assessment portfolio using the tasks and evidences developed.


The portfolios should aim at demonstrating the learners progress, achievement and interests in the areas outlined in the rubrics and the core competencies.


8/19/2019 49 “One big contribution of portfolio is to give the learners the chance to reflect and revisit their performances overtime”.


KNEC intends to undertake Monitoring of Learner Progress (MLP) in September, 2019 at Grade 3.


Conducted a Pilot study in September, 2018 in 100 schools across the country, out of the 235 schools which had been identified by KICD for piloting of the CBC.


KNEC developed an online platform/portal for schools to identify the learners in Grade 3 in their respective schools.


English Language Activities Mathematical Activities SKILL MODE OF MONITORING Listening and speaking Individual, face to face Reading aloud Individual, face to face Reading comprehension Pen and paper Writing Pen and paper STRAND MODE OF MONITORING Numbers Pen and paper Measurement Pen and paper Geometry Pen and paper Focuses on the assessment of the following skills Listening and speaking Reading Aloud Reading comprehension and Language structure Writing assesses the learners’ ability to think critically, solve problems and their responsiveness to authentic tasks.


The structure of the test will have some of the questions requiring; factual knowledge;- either correct or incorrect critical thinking on the use of concepts and procedures to address a problem, or analyse a question.


extending their thinking deeper within the subject they are learning, across the curriculum, and even beyond the classroom through the authentic tasks given.


ILA in Grade 3 incorporates several learning areas).


• The learner will use a portfolio as evidence of their performance in the given task that shows the process and progress in the mastery of competencies.


Activities include: Hygiene and Nutrition Activities Kiswahili Language Activities/ Kenyan Sign Language (KSL) Movement & Creative Activities ( P.E, Art, Craft and Music) Religious Activities This is based on interdisciplinary academic intelligence or synoptic assessment; Ability to tie subjects together rather than studying them in silos.


For MLP, the Assessment of integrated learning areas will be assessed through portfolio assessment.


Performance tasks will be developed based on a theme and will then require drawing experiences from other learning areas.


For Learners with Special Needs following the Stage –Based Pathway, learner competencies will be monitored in 3 areas: communication, social and Pre-Literacy Skills; Activities of Daily Living (ADL) and Religious Education; Integrated Learning Areas (Orientation and Mobility Skills, Pre – Numeracy skills and Sensory- Motor and Creative activities).


11 ACTION RESEARCH Kenya Institute of Curriculum Development SESSION OUTCOMES describe the role of action research in the implementation of CBC ; demonstrate skills to identify problems based on everyday experiences; appreciate the importance of creating practical solutions to problems identified What it is What -Activities Who – teachers Why – perform to solve immediate problems Which – affect learning When – during implementation How –individually or collaboratively ROLE OF ACTION RESEARCH Reflective process of progressive problem solving carried out by individuals working with others in teams or as part of a “community of practice”.


Learning outcomes Learning experiences KIQs


Values are the sum of all of the values in a given set of values.


CSL Assessment?


A teacher can help students with a problem by identifying the problem and identifying the cause. The teacher can also help students with a problem by identifying the problem and identifying the solution.


• Inquiry Based learning involves experiences that enable learners to develop understanding about aspects of the world around them through the development and use of investigative skills.


The philosophy of the school is based on constructivist learning theories (Dewey, Piaget, Vygotsky) whereby humans construct knowledge and meaning from their experiences.


• Learners who actively make observations, collect, analyse ,synthesise information and draw conclusions develop problem-solving skills that can be applied to future ‘need to know’ situations.


• Assessment is focused on determining the progress of skills development in addition to understanding content.


• Questions that probe for deeper meaning and set the stage for further questioning • Foster the development of critical thinking skills and higher order capabilities such as problem solving.


Objects, objects, and things are sorted into categories.


The money paid should not be referred to as tax at this level (grade 4).


• an official language in Kenya but most importantly, the medium of instruction in our schools from Grade Four.


Themes are presented through the Grade Four English Curriculum.


AIDS and AIDS are two of the four strands in the English Grade Four Curriculum Design.


• Language games Facilitating Learning Reading Skills Extensive Reading: Reference Materials Comprehension strategies Reading: Visuals/Reading with Technology Reading Fluency Suggested Method Use of reference materials:exposed to concepts such as headword or root words, pronunciation, part of speech of the word and meaning or the word.


Facilitating Learning Writing Skills Guided Composition: Filling Forms Creative Writing: Narrative Compositions; descriptive Compositions Guided Composition: Personal Diary proverbs/sayings Suggested Methods Guided writing Writing a story from mind map, structured paragraphs, picture reading, collaborative writing.


The following are the steps to follow: • • Aina za maneno • Ngeli za nomino • Mnyambuliko wa vitenzi • Vinyume vya nomino • Nyakati na hali • Ukubwa na nomino • Marejeleo • KICD (2019) Mwongozo we Mwalimu: Kiswahili Gredi ya Nne.


• Ministry of Education (2019) Upper Primary Level Curriculum Designs: Volume One.


2. Interdependence of people in the County 3. The School Motto and Core Values


• School core values should guide learners’ behavior in and out of school.


• BECF lays emphasis on curriculum promoting values 4.Enterprise projects in School Rationale • Promote development of Core competences • Develop learners’ employability with a wide range of skills acquired.


• Equip learners with financial literacy skills such as the culture of saving, making investments and prudent management of resources.


• Equip learners with leadership skills at their formative stage.


8.Children’s Government Rationale • Helps learners to participate in governance of their school • A way of mentoring learners to entrench the values of a democratic culture, which promotes responsible citizenship.


Creative Arts is a ‘new’ learning area offered in Grade 4 learners.


At this level the learner will be exposed to deeper knowledge, skills and attitudes on the three disciplines in order to build on the competencies introduced in lower primary in the integrated learning area of movement and creative activities (art, craft, music and physical education).


This will prepare the learner to transit to junior secondary level.


Art and Craft in upper primary (Grade 4-6) involves acquiring and applying discipline specific concepts, techniques and related vocabulary to increase capacity for effective pursuit of artistic goals.


At this level, the learner will be exposed to deeper knowledge, skills and attitudes in Art and Craft in order to build on the competences introduced at the lower primary.


For the learner to acquire 2 1st century competences in Art and Craft, the basic ICT competences acquired in learning experiences at the lower primary will be broadened.


The learner will engage with skilled resource persons in the community to learn and apply traditional skills in Weaving and Basketry, Pottery and Leatherwork.


• Presentation and Exhibition skills will equip the learner with relevant and appropriate competences in the enhancement of their finished art products.


This will prepare the learner to acquire knowledge, skills and attitudes to transit to the lower secondary level.


ART & CRAFT IN MIDDLE SCHOOL By the end of the level, the learner should be able to: Create 2D and 3D artworks to share ideas, emotions, thoughts, feelings and experiences for learning and enjoyment Appreciate and apply inherent creative techniques of Indigenous Kenyan Crafts within their social context Use emerging technologies as a learning tool to explore creative ideas in the process of making artwork Apply environmental conservation values of re-use and recycle of materials for creative purposes Develop self-confidence and sense of achievement through making and responding to artworks of self and others


• The teacher should not rush through the design, but he/she should be keen to achieve the learning outcomes by engaging all learners in the suggested learning experiences.


Engaging all learners in activities will develop their creativity, innovativeness, critical thinking and problem-solving skills.


It is therefore, imperative to involve the learners in the learning process and ensure they acquire the requisite skills Note • it is important to note that Christian Religious Education has more values than the 8 listed in the Basic Education Curriculum Framework, since the values are guided by the context as guided by the strand.


The new area is the media and morality.


The learning outcomes and experiences encourage the learners to; use media to watch gospel songs or movies related to different strands in the Grade 4 CRE curriculum.


This will not only foster acquisition of knowledge but it will make learning interesting.


This learning area provides competencies, skills, attitudes and knowledge drawn from seven broad areas namely Quran, Hadith/Sunnah, Pillars of Iman (Faith), Devotional Acts, Muamalaat (Social relations), Akhlaq (Moral values) and History of Islam.


(f) Acquire Islamic values to grow as a responsible and ethical citizen.


5.Akhlaq (moral values).


The key competencies of the Kenya Institute of CURRICULUM DEVELOPMENT are Agriculture.


This sub strand intends to concentrate on small wild animals that destroy crops and animals with an aim to develop competencies of controlling animals while coexisting with them in the ecosystem.


Strand 1: Conserving our Environment Expectations of the Curriculum Growing Fruit Trees This sub strand intends to develop the skills of learners in growing their own fruits and give them opportunity to benefit from their nutrients.


This strand aims to develop basic concepts (introductory level) to animals rearing for the purpose of appreciation of animals as a worth part of agriculture while recognizing the age limit of the learner and laying foundation for animal production to be developed at a later grade.


You may adopt use of other types of vegetables that grow in the locality and that may develop relevant knowledge and skills on vegetables.


You may also expose them to other cereals to develop relevant knowledge and skills on cereals.


You may also expose them to other legumes to develop relevant knowledge and skills on legumes.


The same skills should be learned by the pupils.


• Gifts of Paramatma(God) to nature • Plants that are considered sacred • Tulsi • Ber • Peepal • : Panch Mahabhhot is a continuation from Lower primary, in Grade four the element Jal(water) has been taken keeping in mind the four faiths in Hindu Religiousin Education.


• Teacher should instill in the learner the knowledge of sacred rivers and plants mentioned.


Involve learners in activities such as caring for plants and conservation of water and other related learning activities to enhance competencies.


Being a progression from lower primary Swami Vivekanand, Tirthankar Parshvanath, Sri Guru Ram Das ji, Prince Siddhartha are covered in Grade Four.


DHARAM GRANTH (SCRIPTURES) • Role of Scriptures in instilling moral values in one’s life.


The teacher needs to be well versed with the essence of Scriptures namely Manu Smriti, Uttaradhyayan, Sigalovaada Sutra, Sri Guru Granth Sahib ji in order to instill knowledge and respect of Scriptures not only of their own faith as well as paying equal respect to the Scriptures from other faiths too.


DHARAM SIDHAANT (PRINCIPLES OF DHARAM) • Sub-strand •Virtues of righteousness according to Sanaatan/Hinduism •This is a new strand introduced in Grade Four.


Guide the learner to implement the values taught through parables will help in their interaction with others and from diverse cultural background for harmonious co-existence.


Guide the learners to acquire values of care, love, concern, humility, obedience and responsibility.


The same is being carried to the upper primary level in Grade four.


Kenya has many indigenous languages, not just the regional languages of the 42 counties but also the languages of Kenyans of unique backgrounds such as the Asians and many others.


The knowledge and skills acquired at this level will support cognitive and learning development at higher levels.


Continuous advancement of knowledge in indigenous languages could guide learners to make decisions on future career choices such as acting, broadcasting, development of orthography, translation and interpretation among others.


This learning area develops the language skills acquired in EYE as well as a positive attitude towards learning.


The learners’ thought processes are mature after being exposed to concrete learning activities and basic literacy skills in lower primary.


They will also be equipped with language skills to enable them acquire a second language more proficiently and achieve relevant competences.


Continuous advancement of knowledge in indigenous languages could guide learners to make decisions on future career choices such as acting, broadcasting, development of orthography and editing among others.


TEACHER 1.


Negative cultural practices


Thank you HOME SCIENCE – GRADE 4 ESSENCE STATEMENT Home Science aims at equipping learners with knowledge, skills, attitudes and values which will help promote healthy living in terms of preparing and eating healthy foods, prevention of illnesses, ensuring comfort and safety in the home, observing personal hygiene and wise buying.


Home science will also strengthen the foundation for development of higher competencies in lower secondary.


5.0 CLOTHING 5.1 Needlework tools 5.2 Stitches (tacking) 5.3 Fixing a button 5.4 Laundry RATIONALE FOR INCLUSION • Emphasis on practice: the learning area is practical oriented and provides opportunities for the learner to practice the skills learned.


The content is organized in three broad strands just like in EYE namely; • 1.


• Singing at this level is for purposes of learning performance skills, roles of music in different occasions, practical mastery of music elements (rhythm, pitch, harmony, dynamics and other expressive elements) and theme/message.


New content- Creating & Composing • French rhythm names (taa and ta-te) are used as a learning tool for practical sounding of note values (for crotchet & quaver) / beats and their use in composition mostly by aural learning (rote).


Identify the new areas of PHE.


Sc & Tech Learning is a collection of 6 Strands; Living things Environment Digital Technology Matter Force and Energy Earth and Space Strand: Living Things Sub-strand: Plants Standard 4 • Types of Crops • Weeds Grade 4 • Living Things and Non Living Things • Characteristics of Plants • Care of Plants Reasons


Animals are the most important part of the human body.


• The entire digestive system and its parts are discussed Strand-Environment Standard 4: Water • Uses of Water • Storage of Water Grade 4: Environment • Air Pollution • Water Pollution In Sc and Tech a new strand environment is introduced in place of the topic; water to address aspects of environmental sustainability.


Strand: Matter Standard 4: Properties of Matter • Footing and Sinking • Pressure in Liquids Grade 4: Matter • Understanding Matter • Properties of matter (Floating and Sinking) As a foundation, it is important for the learner to understand matter.


Pressure, floating and sinking were comparatively loaded at standard 4 therefore pressure in liquids is pushed to the next higher grade level.


• The content covered at this level include: Digital Devices and Coding (Computers, tablets, Ipads, laptop, radios, TV, mobile phone, cameras, internet, textbooks) Digital literacy, is among the 21st Century Skills, it also forms part of the 7 core competencies.


In Science & Tech, the role of the teacher is to use available resources to facilitate and guide the learner to explore nature through problem solving


Performance assessment forms part of formative assessment Retention of knowledge into the future is linked to meaningful learning that involves acquisition of new meanings from both the presented meaningful learner material and a meaningful presentation(Ausubel,2012 )


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


Orientation and Mobility (Body awareness; Use of Body Parts in Orientaion and Mobility; Body Posture; Position in Space and Direction of Movement; Movement in the Environment; Mobility Techniques; Use of devices; Information & Communication Technology)


KENYA INSTITUTE OF CURRICULUM DEVELOPMENT Cloud Computing Strategy 4 Definition of ICT integration in education • ICT integration is the use of ICTs during the learning process to enhance the attainment of learning outcomes and appropriate competencies, namely, knowledge, skills, attitudes and values.


Mobile banking, self-driving cars, e-assessment among others are taking the centre stage.


• We are living in the era of Artificial Intelligence, Internet of Things and Big Data (Global debates are revolving around here) • We need to equip our learners with 21st Century Skills.


KENYA INSTITUTE OF CURRICULUM DEVELOPMENT


Use the Grade 4 designs to build your examples.


KENYA INSTITUTE OF CURRICULUM DEVELOPMENT Cloud Computing Strategy 11


List of abreviations & Acr


An IEP should be developed by a multidisciplinary team which may consist of; the learner, a regular teacher, a special education teacher, an assessment teacher and other professionals such as psychologists, speech therapists, occupational therapists, physiotherapists, social workers and the parents.


An IEP is important as it focuses on an individual learner’s needs and allows each learner to acquire knowledge, skills, attitudes and values at his/her own pace.


In this stage, the learner’s current level of performance 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.


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


IEP CO NTD - IEP Implementation Time frame: Start date————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————


• Learning experiences can be defined as interactions in which learning takes place.


A learner is exposed to situations and activities so as to develop desired knowledge, skills, values and attitudes.


Learning experiences enable the learner to: • Acquire knowledge and develop skills, values and attitudes • Acquire the intended core competencies • Self-regulate and evaluate • Engage deeply in the learnt concepts • Reflect on the learning process • Interact with others during the learning process


Learning Experiences In Curriculum Designs The curriculum design has provided for Learning Experiences as: • Suggested learning experiences as per sub-strand • Non- formal learning experiences • Community service learning activities • Linkage activities to PCIs and Values


• Validity: to achieve given learning outcomes learners must be given opportunities to practise the specific behaviour indicated in the learning outcome.


• Variety: use of varied experiences (multisensory) to achieve the same learning outcome so long as they meet the criteria for effective learning PRINCIPLES COND... • Comprehensiveness: all the learning outcomes have corresponding learning styles • Effective: should enrich learning and not substitute it • The learner must obtain satisfaction from carrying the kind of behaviour implied by the learning outcome.


The suggested learning experiences should cover: • Knowledge, skills, attitudes • Values • Competencies • Are varied and include use of ICT devices THANK YOU! Developing Learning Outcomes Integrating Core Competencies and Values Kenya Institute of Curriculum Development Why are learning outcomes important?


The Competency based curriculum is founded on learners showing or demonstrating that they have learnt.


Learning outcomes are evidence that learning experiences have made a change that learners manifest.


The change or transformation in learners is manifested through new knowledge, skills and attitudes.


Learning outcomes are designed according to the same trend as CBC.


The outcome statement includes a verb that will clearly illustrate what action learners need to engage in to demonstrate their competencies.


The action could demonstrate a change at the level of knowledge, a skill or an attitude.


A teacher should use a picture to illustrate knowledge.


The verbs represent the three domains of learning including knowledge, skills and attitudes.


The object in learning outcomes


A good learning outcome begins with an action verb, followed by the object of the verb and a phrase that gives the context.


Preferably only one verb is used in a learning outcome.


Learning outcomes are amenable to assessment.


Identify four primary colours. Identify painting materials. Identify two primary colours to get a secondary colour. Identify learning experiences. Identify learning outcomes and learning experiences.


•Outcomes focus on results of the learning experiences and should be related to each other.


•Outcomes are linked to assessment because they define what learners are expected to demonstrate.


Reflection Scheme of work template School, Grade.


School, Grade, Learning area, Date Time, Roll 1.


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 .


KICD Needs Assessment Survey 2016 recommended a curriculum reform a wide curriculum to cater for various talent areas to enable learners achieve their potential and be better equipped to develop themselves and the nation.


Social Economic Issues Environmental, disaster risk reduction, safety and security, countering terrorism, violent extremism and radicalization, poverty eradication, gender and animal welfare Curriculum Support Programmes • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •


Guidance services, career guidance, counselling services, peer education, mentorship, learning to live Parental empowerment and engagement


Physical impairment Mathematics Activities Mathematics Environmental Activities Environmental Activities Science and Technology Agriculture Home Science Braille Psychomotor Activities Movement and creative Activities Social studies PHE Mathematics Activities Creative Arts Grade 4 # Learning Area Lessons Per Week 1.


PP1 Free Schemes of Work Downloads.


PP1 Free Notes Downloads.


PP1 Free Exams Downloads.


PP2 Free Schemes of Work Downloads.


PP2 Free Notes Downloads.


PP2 Free Exams Downloads.


This bill will empower the Council to create guidelines and tools for evaluating both formative and summative assessments, which may include oral, aural, practical, project-based, practicum, or other assessment formats.


It suggests a prison term of up to 10 years or a fine of up to Ksh.2 million for anyone who accesses exam materials before or during an assessment.


The same penalties apply to anyone who negligently or intentionally helps an assessment candidate gain unauthorized access to any assessment paper.


The Council’s records related to an assessment or a candidate’s results could be altered by anyone who unlawfully alters them.


Download thousands of free Grade one to six notes, exams, schemes of work, assignments,lesson plans and many more resources at no cost.


GRADE 5 SCHEMES OF WORK TERM 3 MOUNTAIN TOP AGRICULTURE ACTIVITIES.


Kariuki disclosed that the Commission was developing new staffing norms tailored for the Competency-Based Curriculum (CBC), including comprehensive and senior secondary schools.


He invited school heads and educators to provide their input on the ideal number of learning areas a teacher should handle to inform teacher deployment ratios.


“We’re asking for your feedback as we determine the number of teachers needed per class under CBC.


Your insights on the number of learning areas per teacher are crucial,” he said.


He noted that going forward, teachers’ discipline records and commitment will be the key benchmarks in promotion to align them with the CBC.


The Primary school teachers currently end at grade D1, but the CBA is pushing for an extension to D2, while those from Senior Secondary schools the CBA is lobbying for an extension to D6.


The KEPSHA conference brought together hundreds of school heads from Kisii, Nyamira, Kisumu, Homa Bay, Siaya, and Migori counties, with discussions centered on the implementation of the Competency-Based Curriculum (CBC), teachers’ welfare, school infrastructure, and education financing.


JUNIOR SECONDARY SCHOOLS’ NOTES, EXAMS & SCHEMES.


Grade 9 Free Schemes of Work: Download here.


Grade 9 Free Exams: Download here.


“The heads are managing the primary and junior secondary sections, a hefty task that needs to be appreciated yet, their remuneration remains minimal.


He said the head teachers should be promoted from C5 to D1 to align with the heavy work they are doing both at the primary and at the junior secondary school sections.


Ondiek also said that the conference will help them to reflect on their work, success and challenges as well as capacity build them through sessions organized by the Kenya National Examination Council (KNEC), Teacher’s Service Commission (TSC), Kenya Institute of Curriculum Development (KICD) and the Ministry of Education among other stakeholders.


Hussein Abraham, a head teacher from Homa bay County, said that the conference will help them sharpen their managerial skills as well as address challenges faced in their institutions.


“We are having a shortage of junior secondary school teachers, and I urge the government to employ more teachers to help us provide quality education to our children,” said Hussein.


Math is the study of the physical and mathematical properties of a mathematical object.


Secondary schools have free lesson plans per subject.


Grade D5 Chief Principals receive the highest amount of monthly commuter allowance.


On their part, Deputy Principals III at grade D2 and Deputy Principal IV & Senior Master II at grade D1 receive Sh12,000 as monthly commuter allowance.


Senior Masters II (grade C5) and Deputy Head Teachers (grade C4) equally get a commuter allowance of Sh8,000.


Secondary school teachers at grade C3 are paid a monthly commuter allowance of Sh6,000.


The least paid teacher at grade B5 receives a monthly commuter pay of Sh4,000.


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.