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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.
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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.
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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.
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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.
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(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.