The CBC Assessment Philosophy
CBC assessment is not about ranking learners — it is about understanding each learner's competency level and providing timely, constructive feedback to drive growth.
Assessment for Learning (AfL)
CBC prioritises Assessment for Learning — using assessment data to inform teaching and guide learners' next steps. Teachers gather evidence continuously and adjust their instruction based on what learners demonstrate. Assessment is a diagnostic tool, not just a scoring mechanism.
Assessment of Learning (AoL)
At key transition points — KPSEA (Grade 6), KJSEA (Grade 9), and KCSE (Grade 12) — assessment shifts to Assessment of Learning, certifying what a learner has achieved. External exams constitute 40% of the final grade, while continuous school-based assessments account for 60%.
Assessment as Learning (AaL)
Assessment as Learning occurs through self-assessment and peer assessment — tools that make learners active evaluators of their own progress. Metacognitive practices like reflection journals, self-checklists, and peer feedback sessions are integral to the CBC classroom.
Holistic Competency Measurement
No single assessment tool can measure all seven core competencies. CBC mandates a multi-tool approach: a teacher combines observation, oral questioning, written tests, projects, and portfolios to build a complete picture of the whole learner — cognitive, affective, and psychomotor domains.
Kenya's 13 KICD Assessment Tools at a Glance
KICD prescribes exactly 13 assessment instruments for use across all learning areas and grade levels. Click any tool to jump to its detailed section below.
Formative vs Summative Assessment in CBC
Both types are essential in CBC. Formative assessment happens continuously throughout learning; summative assessment certifies achievement at defined milestones.
Continuous Assessment
Formative assessment is embedded in every lesson and learning activity. Its purpose is to provide ongoing feedback that helps the learner improve and helps the teacher adjust instruction in real time. It is not used for grading in isolation — it builds the evidence base for the final grade.
- Occurs during and throughout instruction — not only at the end
- Generates diagnostic data about what learners understand and misunderstand
- Informs teacher's next instructional steps and lesson adjustments
- Feedback is specific, timely, constructive, and learner-focused
- Records are kept in a Teacher's Assessment Record Book (TARB)
- Used in CATs, observations, oral questions, portfolios, and projects
- Comprises up to 60% of total grade weighting at senior school level
- All 13 KICD tools can be used formatively
Terminal Certification
Summative assessment occurs at the end of a learning cycle — a term, grade, or academic stage. It certifies what a learner has achieved against national standards. In CBC, this includes national exams at grade transitions.
- KPSEA — Kenya Primary School Education Assessment at Grade 6
- KJSEA — Kenya Junior School Education Assessment at Grade 9 (pathway placement)
- KCSE — Kenya Certificate of Secondary Education at Grade 12
- End-of-term school-based examinations
- Summative scores are combined with continuous assessment marks
- National exams constitute 40% of the final grade at senior school
- KNEC designs and administers national summative assessments
- Results determine pathway placement and university/TVET admission
📊 The 60:40 Assessment Split — Explained
In Senior Secondary School (Grades 10–12), a learner's final grade is made up of 60% school-based continuous assessment (CATs, projects, portfolios, practicals) and 40% external national examinations set by KNEC.
- 60% CATs + Projects + Practicals + Portfolio + Community Service Learning
- 40% KNEC External Written Examinations per pathway subject
- Note The exact breakdown per subject and learning area may vary by specific KICD curriculum designs as guidelines are updated.
All 13 Assessment Instruments — In Depth
KICD prescribes exactly 13 assessment instruments. Each tool serves a distinct purpose. Teachers select the most appropriate tool(s) based on the learning area, strand, sub-strand, grade level, and the specific competency being assessed. Click any tool to expand its full guide.
Observation Schedule
A structured recording tool that allows the teacher to systematically observe and document specific learner behaviours, skills, and competencies as they happen in real time during a learning activity.
Purpose & When to Use
- Use during practical activities, group work, PBL sessions, science experiments, and sports
- Ideal for assessing psychomotor and affective domain competencies that cannot be measured by written tests
- Observe communication, collaboration, creativity, and citizenship competencies
- Used across all learning areas — Art, PE, Science practicals, Group discussions
- Particularly valuable for PP1–Grade 6 where literacy-based assessment is limited
How to Construct an Observation Schedule
- List the specific behaviours or skills to be observed in rows
- Include learners' names or codes in columns
- Use codes: ✓ (observed), ✗ (not observed), N/A (not applicable)
- Record date and context of observation at the top
- Keep in the Teacher's Assessment Record Book (TARB) for each learner
Sample Observation Schedule — Grade 7 Science Practical
Learning Area: Integrated Science | Activity: Testing for Starch Using Iodine
- Handles equipment safely and correctly
- Follows step-by-step procedure without prompting
- Records observations accurately in table form
- Draws a valid conclusion from results
- Cleans and stores equipment after use
- Works collaboratively with group members
✓ Strengths
- Captures real-time authentic performance
- Non-intrusive — learner behaves naturally
- Assesses competencies beyond cognitive domain
! Limitations
- Time-consuming with large classes
- Observer bias can affect objectivity
- Requires pre-planning of specific behaviours
Oral Questions & Answers
Verbal assessment of learner understanding and competency through direct questioning and responses during lessons. One of the most frequently used tools in CBC classrooms.
Purpose & When to Use
- Use at the start (prior knowledge), during (check understanding), and end (consolidation) of every lesson
- Ideal for lower-primary learners not yet fully literate
- Use both lower-order (recall) and higher-order (analysis, evaluation) questions per Bloom's Taxonomy
- Assesses Communication & Collaboration and Critical Thinking competencies
Best Practice for CBC Oral Assessment
- Prepare questions before the lesson — use a question guide
- Direct questions to specific learners, not just volunteers
- Allow wait time (at least 3–5 seconds) after asking
- Record results in TARB using simple codes or marks
- Use probing follow-up questions to deepen assessment
Sample Oral Question Sequence — Grade 4 Social Studies (Bloom's Levels)
Topic: Natural Resources in Our County
- Remember: "Name two natural resources found in Kenya."
- Understand: "What is the difference between renewable and non-renewable resources?"
- Apply: "How does your family use water as a natural resource at home?"
- Analyse: "Why do you think deforestation reduces rainfall in Kenya?"
- Evaluate: "Which natural resource do you think Kenya should protect most urgently? Why?"
- Create: "Design a slogan to encourage conservation of forest resources."
Written Tests
Pen-and-paper or digital assessments used to measure cognitive recall, comprehension, application, and higher-order thinking skills. Used for CATs and end-of-term examinations.
Types of Written Tests in CBC
- Continuous Assessment Tests (CATs) — short tests administered during a topic or unit to monitor ongoing learning
- End-of-strand tests — administered after completing a curriculum strand
- End-of-term examinations — comprehensive summative tests per term
- National assessments — KPSEA, KJSEA, KCSE set by KNEC
CBC Question Types
- Multiple choice questions (MCQs) — test recall and comprehension
- Short-answer questions — test application and understanding
- Structured questions — multi-part questions testing analysis
- Essay/extended writing — tests synthesis and evaluation
- Diagram labelling / data interpretation — tests analysis skills
Checklist
A structured list of specific criteria, skills, or behaviours. The teacher (or learner) simply marks YES or NO — whether each criterion has been demonstrated. Simpler than a rubric but powerful for competency verification.
When to Use a Checklist
- When assessment criteria have clear, binary outcomes (done/not done)
- For procedural tasks — safety procedures, lab protocols, cooking steps
- For self-assessment and peer assessment activities
- For tracking portfolio completeness
- When rating the degree of skill is less important than confirming its presence
Checklist vs Observation Schedule
- Checklist: Binary — criteria either present (✓) or absent (✗)
- Observation Schedule: Can include frequency counts and contextual notes
- Checklist is faster to complete in real-time classroom settings
- Both are kept in the TARB as formative assessment evidence
Sample Checklist — Grade 5 Creative Arts (Drawing Activity)
Learner Name: _________________ | Date: ___________
- Selects appropriate drawing materials independently
- Applies correct pencil grip and pressure
- Draws clear outlines of assigned subject
- Uses shading techniques to show form/depth
- Maintains appropriate proportion of elements
- Completes drawing within the allocated time
- Labels finished work with name, date, and title
Rating Scale
A tool that rates the degree to which a learner meets each criterion along a defined scale. More informative than a checklist — it captures the quality and level of performance, not just presence or absence.
Types of Rating Scales Used in CBC
- Numerical Scale: 1, 2, 3, 4 (where 4 = Exceeds Expectation, 1 = Below Expectation)
- Descriptive Scale: Excellent / Good / Satisfactory / Needs Improvement
- Graphic Scale: A continuous line from 'Never' to 'Always' with markers
- KICD 4-point scale: EE (4) · ME (3) · AE (2) · BE (1)
KICD Performance Level Descriptors
- 4 — Exceeds Expectation (EE): Demonstrates outstanding mastery beyond grade-level expectation
- 3 — Meets Expectation (ME): Demonstrates expected competency at grade level with no significant gaps
- 2 — Approaches Expectation (AE): Partially demonstrates the competency; some support needed
- 1 — Below Expectation (BE): Does not yet demonstrate the competency; significant intervention required
Rubric
The most detailed and transparent CBC assessment tool. A rubric describes performance levels for each criterion — telling the learner exactly what they need to do to achieve each level. Two types: Analytic and Holistic.
Analytic Rubric
- Scores each criterion separately — provides diagnostic feedback on specific areas of strength and weakness
- Best for formative assessment and detailed feedback to learners
- Used for projects, portfolios, written compositions, and practicals
- Each criterion has its own row with level descriptors across columns
Holistic Rubric
- Assigns a single overall score based on the total impression of the work
- Faster to apply — suitable for summative assessment of creative work
- Less specific feedback — not ideal for formative use
- Used in Arts, PE, Drama, and Music performance assessments
See the full Rubric Builder section below (Section 04) for a detailed sample rubric with level descriptors.
✓ Why Rubrics Are Central to CBC
- Makes assessment criteria visible and fair to all learners
- Reduces subjectivity and ensures consistency across teachers
- Learners can self-assess using the rubric before submission
- Provides rich formative feedback for improvement
! Common Rubric Construction Errors
- Using vague descriptors like "good effort" or "tries hard"
- Criteria not aligned to stated learning outcomes
- Too many criteria — keep to 4–6 for manageability
- Not sharing the rubric with learners before the task
Portfolio
A purposeful, organised collection of a learner's work gathered over time to show growth, effort, reflection, and achievement. One of the most powerful tools in CBC — evidence of learning across competencies.
What Goes Into a CBC Portfolio
- Best pieces of written work selected by the learner
- Photographs of projects, models, art work, and experiments
- CAT results and feedback sheets
- Self-reflection notes written by the learner
- Peer assessment feedback received
- Community Service Learning (CSL) records and certificates
- Teacher anecdotal notes and observation records (copies)
Types of Portfolios in CBC
- Learning Portfolio: Shows the learner's journey — includes drafts, mistakes, and improvements
- Showcase Portfolio: Curated best work selected to demonstrate achievement — used for summative assessment
- Assessment Portfolio: Specific items selected by teacher to assess competency attainment
- Digital Portfolio: Electronic evidence stored in folders or platforms — increasingly used in CBC
Project
An extended, inquiry-based task through which learners apply knowledge and skills to investigate a real-world problem and produce a tangible output. Project-Based Learning (PBL) is a cornerstone of CBC pedagogy.
Project Assessment Components
- Planning: Problem identification, research questions, methodology, timeline
- Process: Data collection, research, collaboration, problem-solving
- Product: The tangible output — report, model, app, presentation, performance
- Presentation: Oral defence, exhibition, demonstration
- Reflection: Self-assessment of the process and outcome
Types of CBC Projects
- Individual Project: Assessed on personal competency and creativity
- Group Project: Assessed on collaboration, task distribution, and collective output
- Community Service Learning (CSL) Project: Engages learners in community problem-solving — mandatory in CBC
- STEM Innovation Project: Design, build, and test a solution to a scientific or engineering problem
Anecdotal Records
Brief, factual, objective narrative notes written by the teacher documenting significant observations of individual learner behaviour, achievement, or challenges in a specific context and time.
What Makes a Good Anecdotal Record
- Written immediately or as soon as possible after the observation
- Factual and objective — describes what the teacher SAW, not interpretations
- Includes date, time, context (subject, activity), and learner name
- Brief — typically 2–5 sentences per incident
- Records both positive milestones and learning challenges
How Anecdotal Records Are Used in CBC
- Kept in TARB — one page or card per learner
- Used to support parent-teacher conferences with specific evidence
- Feed into formative assessment records and learner profiles
- Track trends over time — identifies patterns of behaviour or performance
Sample Anecdotal Record
Learner: Amina W. | Date: 12 Feb 2026 | Subject: Mathematics | Activity: Group problem-solving (fractions)
"During today's group activity, Amina independently identified an error in her group's working, explained the correct approach to her peers using a diagram, and guided them to the correct answer without being prompted. She demonstrated strong critical thinking and effective communication skills. She appeared confident and engaged throughout."
Peer Assessment
Learners evaluate each other's work using agreed criteria or a shared rubric. Develops critical evaluation, communication, and citizenship competencies — and builds a collaborative classroom culture.
Implementing Peer Assessment Effectively
- Always use a shared rubric or checklist — learners must know the criteria before assessing
- Model the process first — demonstrate how to give constructive feedback
- Use the "Two Stars and a Wish" structure: two specific compliments + one improvement suggestion
- Teacher reviews peer feedback for accuracy and appropriateness
- Peer assessment marks may supplement but not replace teacher assessment
CBC Competencies Developed Through Peer Assessment
- Communication & Collaboration — giving and receiving feedback respectfully
- Critical Thinking — evaluating work against standards
- Citizenship — taking responsibility for the learning community
- Learning to Learn — reflecting on learning standards and self-improving
Self-Assessment
Learners evaluate their own learning, performance, and growth against defined criteria. Builds metacognition, self-efficacy, and ownership of learning — core to CBC's "Learning to Learn" competency.
Self-Assessment Tools Within CBC
- Self-Rating Checklists: Learners tick off skills they feel confident about
- Reflection Journals: Written entries about what was learned, how, and what to improve
- Traffic Light Cards: Red/Amber/Green to indicate confidence level (used in lower grades)
- Exit Slips: "I understood… / I still need help with…" written at end of lesson
- Portfolio Reflection Sheets: Written justification for why the learner selected each portfolio piece
Why Self-Assessment Matters in CBC
- Develops Competency 06 — "Learning to Learn" — directly
- Develops Competency 07 — "Self-Efficacy" — by building confidence through reflection
- Shifts responsibility for learning to the learner — central to CBC philosophy
- Reduces learner anxiety — process-oriented rather than grade-focused
Questionnaire
A structured set of written questions designed to gather learner attitudes, perceptions, opinions, or factual knowledge. More systematic than oral questioning — provides data that can be analysed for patterns.
Types of Questions in a CBC Questionnaire
- Closed questions: Yes/No or multiple-choice responses — easy to analyse quantitatively
- Likert scale questions: Strongly Agree → Strongly Disagree — measures attitudes and perceptions
- Open questions: Short written responses — provides richer qualitative data
- Ranking questions: Learners order items by preference or importance
CBC Uses for Questionnaires
- Pre-lesson surveys to gauge prior knowledge before teaching a new strand
- Post-unit surveys to measure change in knowledge or attitude
- Assessing learner attitudes toward Health Education, Citizenship, or Religious Education
- Gathering learner feedback on a completed project or CSL activity
- Social Studies and Research Methods strands (Grades 10–12)
Interview
A structured or semi-structured verbal exchange between teacher and learner(s) to probe depth of understanding, reasoning processes, and attitudes. More personal than written tests — reveals the "why" behind a learner's answers.
Types of Assessment Interviews in CBC
- Individual interview: One-on-one dialogue probing specific competencies or misconceptions
- Group interview (focus group): Small group discussion probing collective understanding
- Portfolio presentation interview: Learner presents their portfolio and responds to teacher questions
- Project defence: Learner explains and defends their project methodology and findings
When to Use Interviews in CBC
- To clarify a learner's written response — understand their reasoning process
- For learners who struggle to express themselves in writing but communicate well orally
- At the end of a project or CSL activity as a reflection and review tool
- During pathway counselling at the KJSEA transition point (Grade 9)
- Language, Oral Literature, and Religious Education assessments
How to Build a CBC Analytic Rubric
A well-designed rubric is the teacher's most powerful feedback tool. Below is a sample analytic rubric for a Grade 8 Science Project using the KICD 4-point performance scale.
📋 Sample Analytic Rubric — Grade 8 STEM Project: Water Quality Investigation
Learning Area: Integrated Science | Strand: Environment and Sustainability | Grades: 7–9
| Criterion | 4 — Exceeds Expectation | 3 — Meets Expectation | 2 — Approaches Expectation | 1 — Below Expectation |
|---|---|---|---|---|
| Problem Identification & Research Question | Identifies a precise, locally relevant water quality problem and formulates a testable hypothesis with clear variables | Identifies an appropriate problem and states a clear research question with defined variables | Identifies a problem but the research question is vague or variables are unclear | Problem is too broad or irrelevant; no clear research question stated |
| Data Collection & Methodology | Uses multiple data collection methods (tests, surveys, measurements); data is systematic, complete, and accurately recorded in tables/graphs | Uses appropriate data collection methods; data is mostly complete and accurately recorded | Data collection is inconsistent or partially recorded; some inaccuracies present | Little or no data collected; recording is incomplete or absent |
| Analysis & Conclusions | Analyses data thoroughly, identifies patterns, draws evidence-based conclusions, and links findings to broader environmental issues | Analyses data and draws a valid conclusion supported by results | Attempts analysis but conclusions are not fully supported by the data collected | No meaningful analysis; conclusions are absent or contradict the data |
| Communication of Findings | Report or presentation is exceptionally clear, uses accurate scientific language, includes visual aids, and is persuasively structured | Findings are communicated clearly with mostly accurate scientific terminology and supporting visuals | Communication is partially clear but lacks scientific language or supporting visuals | Findings are difficult to understand; no scientific terminology or visual support |
| Collaboration & Responsibility | Leads and coordinates group effectively; all members contribute equally; evidence of shared responsibility and mutual support | Works well within the group; contributes meaningfully to shared tasks | Participates but relies heavily on others; unequal contribution observed | Minimal participation; does not contribute meaningfully to group output |
CATs & Assessment Weighting in CBC
Continuous Assessment Tests (CATs) are short, regular, school-based assessments that form a major part of the 60% continuous component of a learner's final grade.
Frequency of CATs
KICD recommends a minimum of three CATs per subject per term. These should be spaced across the term to monitor learning continuously — not clustered at the end. CATs can use written tests, practical tasks, oral assessments, or project check-ins.
The 60% School-Based Mark
At Senior Secondary (Grades 10–12), continuous school-based assessment accounts for 60% of a learner's final grade. This includes CATs, project marks, practical assessments, portfolio evidence, and Community Service Learning (CSL) scores.
The 40% External Component
KNEC-administered external examinations constitute 40% of the final grade. These are set at national level to ensure standardisation. For KCSE, these are pathway-specific written papers aligned to the Senior School curriculum design.
Recording Assessment Data
All formative assessment data — CAT scores, observation records, anecdotal notes, checklist results, project marks — must be recorded in the Teacher's Assessment Record Book (TARB). This is the official evidence base for the continuous assessment component.
Primary School Exit Assessment
The Kenya Primary School Education Assessment (KPSEA) is administered at Grade 6 by KNEC. It assesses competencies in English, Kiswahili, Mathematics, Science, Social Studies, and CRE/IRE/HRE. Results determine readiness for Junior Secondary School.
Junior School Exit Assessment
The Kenya Junior School Education Assessment (KJSEA) at Grade 9 is a critical transition assessment. Its results — combined with learner aptitude, interest, and school-based assessment — inform pathway selection (STEM, Social Sciences, or Arts & Sports Science) for Grades 10–12.
Building a CBC Portfolio — Grade-by-Grade
A portfolio is not a file of every piece of work. It is a carefully curated, reflective collection of evidence demonstrating a learner's competency development over time. Here is what should be included at each stage.
Early Years Portfolio
At pre-primary level, portfolios consist mainly of teacher-collected evidence: drawings, photographs of activities, anecdotal notes, and observation schedules. Written reflections are not expected — visual and oral evidence dominates.
Emerging Literacy Portfolio
Early reading samples, number work, creative art pieces, and simple self-rating checklists using smiley-face scales. Teacher maintains most records; learners begin selecting favourite pieces with guidance.
Independent Learning Portfolio
Learners begin curating their own portfolios. Includes written work, science investigation reports, social studies projects, creative arts samples, and the first formal self-reflection sheets. CSL records begin at Grade 4.
Competency Evidence Portfolio
More sophisticated portfolios with strand-based evidence per subject, multi-draft written pieces showing revision processes, group project contributions, KJSEA preparation materials, and extended reflective journal entries.
Pathway Specialisation Portfolio
Subject-specific portfolios aligned to chosen pathway. Includes research projects, practical reports (STEM), performance recordings (Arts), community engagement evidence, work-based learning logs, and extended self-evaluation essays. Contributes directly to the 60% continuous assessment mark.
Portfolio Best Practice Checklist
Every CBC portfolio should have: a table of contents, a learner introduction statement, dated and labelled entries, evidence from multiple learning areas, and at least one reflection per term showing what the learner learned about their own learning.
Bloom's Revised Taxonomy in CBC Assessment
KICD directs teachers to frame learning outcomes and assessment questions using Bloom's Revised Taxonomy — ensuring assessments move beyond rote recall to higher-order thinking. CBC particularly emphasises the top three levels.
Creating
Generate new ideas, products, or solutions — projects, creative writing, STEM design challenges
Evaluating
Make judgements based on criteria — peer assessment, project defence, oral interviews
Analysing
Break information into components — data analysis, case studies, concept mapping
Applying
Use knowledge in new situations — practicals, problem-solving, community projects
Understanding
Interpret and explain concepts — oral Q&A, written explanations, discussions
Remembering
Retrieve basic knowledge — CATs, quick quizzes, observation checklists
⬆ CBC assessment moves from lower levels (Remembering, Understanding) toward higher-order levels (Analysing, Evaluating, Creating). Design at least 40% of all assessment tasks at the top three levels.
The 5-Step CBC Assessment Cycle
Effective CBC assessment is not a single event — it follows a continuous cycle that connects learning intentions, evidence gathering, feedback, and improvement.
Plan → Gather Evidence → Record → Analyse → Feedback & Improve
The CBC Assessment Cycle
Each step in the cycle feeds into the next, creating a continuous improvement loop for both teachers and learners.
Choosing the Right Tool for the Right Purpose
This matrix maps each of the 13 KICD tools against their key characteristics — helping teachers select the most appropriate instrument for their specific assessment purpose.
| Assessment Tool | Formative | Summative | Cognitive | Affective | Psychomotor | Learner-led | PP–Gr3 | Gr4–6 | Gr7–9 | Gr10–12 |
|---|---|---|---|---|---|---|---|---|---|---|
| 01 Observation Schedule | ✓ | – | ◑ | ✓ | ✓ | – | ✓ | ✓ | ✓ | ✓ |
| 02 Oral Q & A | ✓ | ◑ | ✓ | ◑ | – | – | ✓ | ✓ | ✓ | ✓ |
| 03 Written Tests | ✓ | ✓ | ✓ | – | – | – | ◑ | ✓ | ✓ | ✓ |
| 04 Checklist | ✓ | – | ◑ | ◑ | ✓ | ✓ | ✓ | ✓ | ✓ | ✓ |
| 05 Rating Scale | ✓ | ◑ | ✓ | ✓ | ✓ | ◑ | ✓ | ✓ | ✓ | ✓ |
| 06 Rubric | ✓ | ✓ | ✓ | ◑ | ✓ | ✓ | ◑ | ✓ | ✓ | ✓ |
| 07 Portfolio | ✓ | ✓ | ✓ | ✓ | ✓ | ✓ | ◑ | ✓ | ✓ | ✓ |
| 08 Project | ✓ | ✓ | ✓ | ✓ | ✓ | ✓ | ◑ | ✓ | ✓ | ✓ |
| 09 Anecdotal Records | ✓ | – | ◑ | ✓ | ◑ | – | ✓ | ✓ | ✓ | ✓ |
| 10 Peer Assessment | ✓ | ◑ | ✓ | ✓ | ◑ | ✓ | – | ✓ | ✓ | ✓ |
| 11 Self-Assessment | ✓ | – | ✓ | ✓ | ◑ | ✓ | ◑ | ✓ | ✓ | ✓ |
| 12 Questionnaire | ✓ | – | ✓ | ✓ | – | ◑ | – | ◑ | ✓ | ✓ |
| 13 Interview | ✓ | ✓ | ✓ | ✓ | – | – | ✓ | ✓ | ✓ | ✓ |
✓ Fully applicable · ◑ Partially applicable / depends on design · – Not typically applicable
Practical Assessment Tips for CBC Teachers
From Ronny Mwenda's teaching experience in Embu County — the most common assessment challenges Kenyan teachers face, and how to address them effectively.
Always Share the Rubric Before the Task
Never assess learners against criteria they haven't seen. Share the rubric or checklist at the start of every project or assignment. Learners who understand the criteria perform better and take more ownership of their work.
Combine at Least 3 Tools per Strand
No single assessment tool measures all seven core competencies. For each curriculum strand, combine at least three different tools — for example: Observation Schedule + Oral Q&A + Portfolio — to build a complete competency picture.
Record Assessment Data Immediately
Memory fades quickly. Complete your TARB entries on the same day as the observation or assessment. Use short codes and tally marks during activities — expand into written notes afterwards. Delayed recording reduces accuracy and validity.
Use Feedback That Drives Action
CBC feedback must be specific, timely, and actionable. Avoid "Good work" or "Try harder." Instead: "You correctly identified the variables but your conclusion does not link to your data — revise using the rubric row on Analysis."
Differentiate Assessment for Different Learners
CBC recognises diverse learner needs. For learners with special educational needs, adapt the assessment tool — extend time, allow oral instead of written responses, use visual checklists. The competency being assessed stays the same; only the modality changes.
Teach Learners HOW to Self-Assess
Self-assessment is a skill that must be explicitly taught. Start with simple traffic light cards. Then introduce reflection prompts. Then teach learners to apply rubrics to their own work. By Junior Secondary, learners should be leading their own portfolio reviews.
Analyse Class-Level Patterns from Assessment Data
After each CAT or project assessment, identify: What percentage of the class is at BE? Which specific criteria are most learners failing? This class-level analysis tells you what to re-teach and how to group learners for targeted support.
Moderate Assessment with Fellow Teachers
Assessment moderation — where two or more teachers independently mark the same learner work and compare results — improves consistency and fairness. KICD and TSC encourage regular moderation meetings, especially for project and portfolio assessments.
Stay Updated with KICD Curriculum Designs
CBC curriculum designs are updated periodically. Always use the most recent KICD-issued Curriculum Design documents for your learning area. These specify the approved strands, sub-strands, learning outcomes, and suggested assessment tools per grade level.
"Assessment in CBC is not the end of learning — it is the beginning of the next step. Every mark, every observation, every rubric score is a message to the learner: here is where you are, here is where you are going, and here is how we will get there together."Ronny Mwenda (Ronny Best) — Mathematics & Computer Science Teacher, Embu County, Kenya
📚 More CBC Assessment Resources
Download KICD-aligned assessment templates, sample rubrics, TARB record book formats, Bloom's Taxonomy verb lists, and CAT question banks. All free, by Ronny Mwenda.