In an effort to oversee the progress of the Competency-Based Curriculum (CBC) and assess the ongoing National Assessments, a Kenya National Examinations Council (KNEC) official made a visit to one of the learning institutions on Monday, 14th October 2024. This visit revealed crucial issues surrounding the assessment process for grades 1 to 5, especially under the new system.
During the interaction, several concerns were raised by the staff and teachers at the station, and KNEC responded with vital clarifications. Here is a detailed overview of the issues raised, KNEC’s responses, and the council’s advice for teachers moving forward.
1. Missing Social Studies for Grade 5
One of the significant concerns raised was the omission of Social Studies (SST) in the assessments for Grade 5. Teachers questioned whether this was an oversight, as it had caused confusion among educators and learners alike. KNEC clarified that the exclusion of Social Studies was intentional. The practical component that was conducted earlier in the academic calendar was sufficient for the evaluation of the learners. Therefore, the absence of SST in the current assessment should not be interpreted as an error.
2. One-Minute Reading Test for Learners
Another issue raised was why learners were being tested on reading for only one minute. Many felt that such a brief duration might not reflect the true reading capabilities of the learners. However, KNEC explained that the one-minute reading test aligns with international standards, which aim to measure fluency, comprehension speed, and accuracy within a set timeframe. This approach is widely accepted in many countries and provides a quick snapshot of a learner’s reading ability.
3. Comprehension Questions Without Direct Answers
Some teachers expressed concerns about comprehension questions in assessments, arguing that they didn’t have direct answers in the provided text. KNEC defended the structure of these questions, stating that they are designed to promote critical thinking. Rather than relying on rote learning or memorization, students are encouraged to infer, deduce, and analyze information, skills that are essential for success in the modern world.
4. Errors in the Marking Scheme
Teachers pointed out that some marking schemes provided by KNEC contained wrong answers for certain test items. KNEC acknowledged that this was a result of typographical errors and provided a clear process for addressing the issue. Teachers were advised to report such errors directly to KNEC via email or to contact a designated official, Bwana Benard, for immediate resolution. KNEC emphasized that swift communication of such issues is crucial to ensure that learners are assessed fairly.
5. Mismatched Grids on KNEC Portal
The issue of mismatched grids on the KNEC portal also surfaced during the visit. Some teachers reported that the grids provided for recording assessment results did not match the number of test items given in the exams. KNEC admitted this was a genuine concern and assured the teachers that it was being addressed. The council is working on aligning the grids to the test items to streamline the process of recording results.
6. Objective Questions with No Essays in Grades 1-5 and KPSEA
The shift towards objective questions, with the absence of essay writing for learners in grades 1 to 5 and during the Kenya Primary School Education Assessment (KPSEA), was also discussed. Teachers questioned why learners were not being tested on essay writing, which is a crucial skill. KNEC explained that the CBC framework allows for a variety of assessment methods, and at times, essays may not be the most appropriate evaluation tool. However, they acknowledged that essays are still essential, and their importance would increase in higher grades. For now, the limited resources for marking essays pose a challenge, but essays conducted at grades 4 and 5 are still valuable as they prepare learners for more rigorous assessments at grade 6.
KNEC’s Advice and Communication During the Visit
Apart from addressing the concerns raised by teachers, KNEC had vital information and guidelines to communicate to the educators present:
1. Grade 3 Registration and SBA Marks
KNEC reminded teachers that once a learner has been registered at grade 3, they should not miss a mark in any School-Based Assessment (SBA), unless in the unfortunate event of the learner’s demise. Continuous assessment is vital in the CBC, and all registered learners should be assessed at every stage.
2. Addressing Missed Assessments
In cases where a learner missed a Learning Area (LA) assessment, perhaps at grade 3, and is currently in grade 5, KNEC advised that the learner should be given the grade 3 assessment retroactively. The mark should then be filled in through the KNEC portal, ensuring no gaps in the learner’s assessment record.
3. Integrity in Teacher Assessment
KNEC placed significant emphasis on the integrity of teacher assessments. Since these assessments are instrumental in determining learners’ placement in particular pathways, teachers were urged to maintain the highest level of honesty when grading. Any manipulation or “cooking” of marks would ultimately harm the learner, leading to inappropriate placements. Teachers must ensure that learners are graded based on their actual abilities and performance, as this will affect their future learning pathways.
4. Transparency in Practical Work
To enhance learning and ensure transparency, KNEC advised that teachers should allow learners to interact with the marking schemes, especially in practical work or projects. Teachers were encouraged to hang the marking schemes in the classroom so that learners could better understand what is expected of them and work toward those standards.
5. Mandatory KPSEA Result Slip for Grade 7 Progression
KNEC emphasized that no learner should be allowed to proceed to grade 7 without a KPSEA result slip. This slip is a crucial document that signifies the completion of the primary education phase under the CBC, and it is required for admission into junior secondary school.
6. Certification at Grade 12
The first formal certification under the CBC will be issued at grade 12, marking the initial level of specialization. Learners who drop out before this stage will not receive a formal certificate but can use their result slips to seek further opportunities.
7. Grade 9 Assessments to Include Essays
Looking ahead, KNEC plans to introduce essays in the assessments for grade 9 learners. Teachers will receive training on how to mark these essays, and an advertisement will be made by KNEC inviting successful applicants to apply for the marking roles. This marks a shift toward more comprehensive assessments as learners advance through the CBC.
8. Flexibility in SBA Timetabling
In a departure from the traditional examination system, KNEC stressed that the SBA should not be treated as a rigid exam. Instead, teachers and learners should collaboratively create timetables that suit both parties. Learners should not be confined to strict time limits during assessments and can take breaks if needed. This flexible approach is designed to reduce the pressure on learners and provide an environment where their potential can flourish without undue stress.
9. Avoiding Drilling and Rote Learning
Drilling, a common practice under the 8-4-4 system, was strongly discouraged by KNEC. The council emphasized that CBC is focused on identifying and nurturing learners’ skills, rather than forcing them to memorize and regurgitate information. Teachers were reminded to focus on skill development rather than on teaching for the sake of passing exams.
10. Quality of Printed Assessment Papers
To ensure fairness and clarity in the assessments, KNEC instructed that all assessment papers must be printed in color and in the correct font as sent by the council. Black-and-white copies should not be used, especially where diagrams and illustrations are involved, as this can hinder learners’ understanding of the questions.
Final Thoughts: A Collaborative Approach to CBC Success
The visit by KNEC officials served as a reminder of the collaborative effort needed to ensure the success of the CBC system in Kenya. While challenges remain, particularly with resources and the evolving nature of assessments, KNEC’s commitment to addressing these concerns is clear. Teachers were encouraged to continue their good work and to maintain transparency and integrity in their assessments, as the future of the learners depends on it.
In conclusion, the CBC is a dynamic system that requires continuous improvement, and with the right approach, both educators and learners can thrive in this new educational landscape.
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