Assessment in Senior School under Kenya’s Competency-Based Education (CBE) is deliberately structured to move beyond the narrow confines of examination performance and instead capture the full range of a learner’s knowledge, skills, values, and attitudes. At this level, which comprises Grades 10, 11, and 12, assessment is expected to support learning, guide instruction, and ultimately certify achievement in ways that prepare learners for higher education, the world of work, and responsible citizenship. The emphasis is therefore on continuous, authentic, and competency-oriented assessment that recognises individual learner pathways and talents while maintaining national standards.
One of the most prominent forms of assessment in Senior School is formative assessment. This is assessment for learning, conducted continuously as teaching and learning take place. In the classroom, formative assessment appears in many subtle but powerful ways: a teacher’s probing questions during a lesson, short written tasks given at the end of a topic, group discussions, quizzes, or even informal observation of how learners engage with tasks. The core purpose of formative assessment is not to rank learners but to improve learning.
By identifying misconceptions early, teachers are able to adjust their instructional strategies, provide remediation where necessary, and challenge learners who demonstrate advanced understanding. For learners, formative assessment provides timely feedback that helps them understand their strengths, weaknesses, and areas requiring further effort. In Senior School, where subject content becomes more specialised and demanding, formative assessment plays a critical role in preventing learning gaps from widening.
Closely related to formative assessment, yet distinct in purpose, is diagnostic assessment. Diagnostic assessment is usually conducted before instruction begins, especially at the start of Grade 10 or when introducing a new subject or topic. Its main aim is to establish learners’ prior knowledge, skills, interests, and learning needs. In Senior School, diagnostic assessment may take the form of entry tests, baseline assessments, or subject placement exercises. This type of assessment is particularly important because learners enter Senior School from diverse Junior School backgrounds and may be pursuing different pathways aligned to their abilities and aspirations. By understanding where learners are starting from, teachers can plan instruction that is responsive, differentiated, and inclusive, ensuring that all learners are given a fair opportunity to succeed.
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Summative assessment is another key component of assessment in Senior School. Unlike formative assessment, summative assessment is assessment of learning and is conducted at the end of a defined period of instruction, such as the completion of a topic, a term, or an academic year. End-of-topic tests, end-of-term examinations, and end-of-year examinations are common examples. Summative assessment provides a snapshot of what learners have achieved in relation to the expected learning outcomes. In Senior School, summative assessments contribute to reporting, promotion decisions, and accountability within the education system. While summative assessment remains important, the CBC framework seeks to ensure that it does not overshadow continuous assessment or reduce learning to examination preparation alone. Instead, summative assessment is meant to complement other forms of assessment by providing structured and comparable evidence of achievement.
School-Based Assessment (SBA) occupies a central place in Senior School assessment under the CBC. SBA refers to assessments designed, administered, and scored by schools in line with guidelines provided by the Kenya Institute of Curriculum Development and the Kenya National Examinations Council. These assessments are conducted over time and are intended to capture learners’ progress across a range of competencies.
In Senior School, SBA may include continuous assessment tests, practical tasks, projects, portfolios, and performance activities. The strength of SBA lies in its ability to assess competencies that cannot be adequately measured through written examinations alone, such as creativity, collaboration, communication, and practical problem-solving. Because SBA contributes to national certification, it is subject to moderation and quality assurance to ensure fairness and credibility across schools.
Performance-based assessment is particularly significant at the Senior School level, where learners are expected to apply knowledge and skills in authentic and often complex contexts. In performance-based assessment, learners demonstrate what they can do by performing tasks rather than merely recalling information.
For example, science learners may conduct experiments and record observations, language learners may deliver oral presentations or participate in debates, while learners in creative subjects may stage performances or produce artistic works. In technical and STEM-oriented subjects, performance-based assessment may involve design-and-make tasks, simulations, or problem-solving challenges. This form of assessment aligns closely with the CBC philosophy, which values learning that is practical, relevant, and transferable to real-life situations. It also helps learners develop confidence and competence in applying what they have learned beyond the classroom.
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Project-based assessment further deepens learning by engaging learners in extended tasks that require planning, research, collaboration, and reflection over a period of time. In Senior School, projects may be individual or group-based and may cut across subject boundaries. Learners might be required to conduct a research project, develop an innovation, address a community problem, or undertake an environmental or entrepreneurial initiative.
Project-based assessment allows learners to integrate knowledge and skills from multiple disciplines while demonstrating higher-order thinking, creativity, and perseverance. It also encourages learners to take ownership of their learning, manage time effectively, and work collaboratively with others. In many cases, project-based assessment connects learning to community needs, reinforcing the idea that education should contribute to social and economic development.
Another important dimension of assessment in Senior School is self-assessment and peer assessment, often referred to as assessment as learning. In this approach, learners are actively involved in evaluating their own work or that of their peers using clear criteria or rubrics. Self-assessment may take the form of reflection journals, learning logs, or checklists, while peer assessment may involve learners giving structured feedback on presentations, projects, or written work. The purpose of assessment as learning is to develop learners’ metacognitive skills, enabling them to reflect on how they learn, set goals for improvement, and take responsibility for their progress. At the Senior School level, these skills are especially important as learners prepare for more independent learning in higher education and lifelong learning contexts.
Portfolio assessment is often integrated within school-based and performance-based assessment practices. A portfolio is a purposeful collection of a learner’s work compiled over time to demonstrate progress, effort, and achievement. In Senior School, portfolios may include written assignments, project reports, practical records, creative works, and reflective pieces. Portfolio assessment provides a rich and holistic picture of a learner’s development and allows both teachers and learners to track growth over time. It also supports personalised learning pathways by recognising diverse talents and achievements that may not be fully captured in traditional examinations.
Finally, national assessment plays a critical role in certifying learning at the end of Senior School. This assessment is administered by the Kenya National Examinations Council and is designed to ensure national comparability and credibility of qualifications. National assessment typically includes summative examinations as well as moderated school-based assessment scores.
The integration of school-based assessment into national certification reflects a shift towards recognising continuous learning and performance over time rather than relying solely on a single high-stakes examination. The outcomes of national assessment inform learners’ transition to universities, colleges, technical and vocational education and training institutions, or entry into the workforce, making it a crucial milestone in the education journey.
In conclusion, assessment in Senior School under Kenya’s Competency-Based Curriculum is multifaceted, continuous, and learner-centred. It encompasses formative, diagnostic, summative, school-based, performance-based, project-based, self and peer, portfolio, and national assessments, each serving a distinct but complementary purpose. Together, these forms of assessment ensure that learning is meaningful, inclusive, and aligned to real-life competencies. By valuing both process and product, and by recognising diverse learner abilities and pathways, assessment in Senior School seeks not only to measure achievement but also to nurture well-rounded individuals equipped for further education, work, and responsible participation in society
By Hillary Muhalya
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