Let teachers design assessments to protect the spirit of CBE

Assessment is one of the most powerful tools in education. In the era of Competency-Based Education (CBE), it is no longer merely about awarding marks or ranking learners. Instead, it focuses on determining whether learners can apply what they have learned to solve real-life problems.

By the end of any course of study, learners should demonstrate the ability to address personal challenges, contribute meaningfully to society, and respond responsibly to environmental issues using the knowledge, values, and skills they have acquired. For this reason, assessment under CBE must move beyond memorization and instead focus on the authentic demonstration of competencies.

Unfortunately, a growing practice in many schools threatens this vision. Some institutions continue to rely heavily on commercially printed examination papers purchased from external vendors. While these materials may appear convenient and time-saving, they often contradict the very philosophy of CBE. Standardized commercial papers frequently emphasize the recall of facts rather than the application of knowledge. They encourage rote learning and examination drilling—practices that the CBE system was specifically designed to replace.

The central principle of Competency-Based Assessment (CBA) is that teachers who interact with learners daily are best placed to design assessments. Teachers understand the pace of learning in their classrooms, the strengths and weaknesses of their learners, and the social contexts within which those learners live. This intimate knowledge allows them to design tasks that are authentic, relevant, and capable of measuring genuine understanding. When teachers develop assessments themselves, they can align them closely with the learning experiences they have facilitated in class.

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When assessments are outsourced to individuals who have never taught the learners, the connection between teaching and assessment is weakened. Instead of measuring what has been taught and understood, such assessments often measure how well learners can recall rehearsed responses. This disconnect undermines the mission of CBE, which seeks to produce engaged, empowered, and ethical citizens who can think critically and solve problems in real-life situations.

Parents, school directors, and other education stakeholders must therefore support teachers in developing their own assessments. Allowing teachers the professional space to design evaluation tools does not only strengthen learning; it also restores the dignity and professionalism of teaching. Teachers become active participants in shaping learning outcomes rather than mere administrators of externally produced tests.

However, with this responsibility comes the need for strong professional integrity. Teachers who design assessments must demonstrate qualities that ensure fairness, credibility, and trust in the evaluation process. One of the most important of these qualities is consistency between words and actions. Educators must “walk the talk and talk the walk,” ensuring that the principles they promote in classrooms are reflected in their professional conduct.

Moral uprightness is equally essential. Assessment development requires sound judgment, and this can only be achieved when educators uphold high ethical standards. Honesty must guide the entire process. Assessment items should be original and thoughtfully constructed rather than copied from past examination papers or textbooks. Commitment to work is also critical. Timely participation in moderation meetings and collaborative discussions ensures that assessment tools are reviewed, refined, and improved before they are administered to learners.

Respect for professional guidelines further strengthens integrity. Educators involved in assessment development must adhere to established procedures and codes of conduct. Accountability is also vital. Teachers should take responsibility for the work they produce and ensure that the assessments they design truly measure the intended competencies.

In addition to integrity, effective item writers must possess strong academic and professional skills. Mastery of subject content is fundamental. Teachers must thoroughly understand the syllabus and the depth at which concepts should be taught and assessed. Effective communication skills are equally important. Questions should be written in language that is clear, precise, and appropriate to the learners’ level of understanding.

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Creativity and innovation play a particularly important role in CBE assessments. Instead of relying solely on traditional written questions, teachers are encouraged to design tasks that require learners to create products, solve practical problems, conduct investigations, or engage with real-world challenges. Such tasks allow learners to demonstrate competencies such as critical thinking, collaboration, communication, and creativity.

Digital and technical competence is another important attribute for modern educators. As education systems increasingly integrate technology into teaching and assessment, teachers must continually update their skills to remain effective. Collaboration among educators is equally vital. Developing high-quality assessment tools often requires teamwork, where teachers share ideas, review one another’s work, and collectively refine tasks to improve their quality and fairness.

Integrity is especially critical in the administration of school-based assessments. National examination bodies rely heavily on scores submitted by schools to make important decisions about learners’ academic progression and career pathways. Inflating marks or manipulating scores may appear harmless in the short term, but such actions can have serious long-term consequences. Learners who receive exaggerated results may be placed in pathways that do not match their true abilities, leading to frustration, poor performance, and loss of confidence later in life.

Several factors can compromise the integrity of assessments. Social pressures from friends or family members may tempt individuals to reveal confidential information. Technological advancements, particularly the widespread use of social media, have also created new risks of information leakage. Economic pressures and weak professional culture may further encourage unethical practices such as sharing examination materials or manipulating results.

To address these challenges, schools must cultivate strong institutional cultures built on trust, teamwork, and transparency. When institutions promote values such as accountability, professionalism, innovation, and mutual respect, teachers feel empowered to uphold ethical standards and protect the credibility of assessments.

Ultimately, the success of Competency-Based Education depends on the integrity and professionalism of those entrusted with its implementation. When teachers are supported, trusted, and held to high professional standards, assessments can truly measure what learners know and what they are capable of doing. In doing so, education systems move closer to realizing the vision of nurturing a generation of learners who are not only knowledgeable but also capable of transforming their communities and the world around them.

By Polycap Ateto

Polycap teaches Mathematics and Chemistry in Westlands Sub-county, Nairobi. He is a KNEC certified CBA trainer. 0720305679.