- Polycap has proposed that KNEC develop standardised mid-term and end-term assessment packages to strengthen alignment with Competency-Based Education principles.
- He has argued that consistent, well-designed assessments would help teachers identify learning gaps early and better prepare learners for national assessments.
Kenya’s Competency-Based Education (CBE) is founded on a fundamental principle: education should not merely establish what learners know, but also what they can do with that knowledge. However, as a practising teacher, I believe there is a growing gap between this philosophy and the assessment practices that learners encounter in some schools.
It is time for the Kenya National Examinations Council (KNEC) to consider a stronger role in providing standardised mid-term and end-term assessment packages that schools across the country can access. This is not a call to return to an examination-driven system. Rather, it is a proposal to ensure that routine school assessments reflect the philosophy, language and expectations of Competency-Based Assessment (CBA).
Over the years, KNEC has demonstrated considerable professionalism in the development and administration of School-Based Assessments (SBA). These assessments increasingly emphasise the competencies that CBE seeks to nurture. However, learners may encounter this approach more consistently during KNEC assessments than in their routine school examinations. This inconsistency raises an important question: are we preparing learners to develop competencies throughout their learning journey, or are we preparing them to encounter competency-based questions only when national assessments approach?
The Problem With Commercially Prepared Papers
Many schools purchase commercially prepared examination papers for mid-term and end-term assessments. While these papers provide useful support, concerns remain about the extent to which all of them align with curriculum designs, learning outcomes and competency-based assessment principles. Some papers appear to prioritise the number of questions over the quality, progression and purpose of assessment, resulting in examinations that test isolated content without adequately measuring learners’ ability to apply knowledge and demonstrate practical skills.
Consider Mathematics, where the curriculum is organised into strands and sub-strands, including Number, Algebra, Measurement, Geometry, and Data Handling and Probability. Effective assessment should reflect the curriculum design, the content covered and the competencies learners are expected to demonstrate. Although an examination can legitimately assess several strands, the selection and distribution of questions should follow a deliberate assessment blueprint that considers curriculum coverage, level of difficulty, cognitive demand and the progression of learning. Assessment should not simply be a collection of questions assembled to fill the available pages; it should be a carefully designed instrument that helps establish what learners understand, what they can apply and where they need additional support.
The wording and structure of assessment questions also matter. A conventional Mathematics question might simply ask a learner to calculate the area of a rectangle. A competency-based question could present a practical scenario involving a farmer’s plot, a classroom floor or a construction project before asking the learner to determine the area required. The mathematical concept remains the same, but the second approach requires the learner to interpret information, identify the relevant concept, reason logically and apply knowledge to solve a problem.
This is central to CBE. Learners should develop critical thinking, creativity, communication, collaboration and problem-solving skills alongside subject knowledge. If learners spend most of their time answering questions that emphasise recall and routine procedures, we cannot reasonably expect them to excel when confronted with unfamiliar, application-based tasks. We cannot teach primarily for recall and then expect learners to demonstrate deep understanding without sufficient practice.
A Proposal for KNEC-Backed Assessment Packages
I propose that KNEC consider developing accessible, standardised mid-term and end-term assessment packages aligned with curriculum designs and learning progressions. These could include assessment papers, marking schemes, scoring rubrics and guidance for interpreting results. Such a framework would not replace teachers’ professional judgement or classroom-based assessment, as teachers would continue to use projects, practical activities, observations, performance tasks, oral presentations and other appropriate methods to monitor individual learner progress. Instead, KNEC-provided assessments would offer a common benchmark, helping schools maintain greater consistency while exposing learners regularly to well-designed competency-based questions.
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The results could also help teachers identify learning gaps early, adjust instruction and provide targeted support before learners progress to more demanding content. Parents and school leaders would gain a clearer picture of learning outcomes beyond examination scores alone. A well-managed assessment service could also provide KNEC with a potential source of revenue, subject to appropriate pricing, access arrangements and consultation with stakeholders.
School proprietors, directors and administrators must also appreciate that CBE represents a shift in educational purpose, not merely a change in curriculum structure. At the end of Grade 9, we should look beyond aggregate scores and ask what learners are prepared to do as they transition to Senior School. Can they think critically, solve problems, communicate effectively, collaborate with others and apply knowledge to real-life situations? Can they use digital tools meaningfully and recognise their strengths, interests and areas of potential?
Learners possess different abilities and interests. One may excel in Mathematics, another in music, agriculture, sports, science, technology or coding. A single aggregate score cannot adequately communicate the full range of a learner’s competencies. This does not make academic achievement unimportant; rather, it reminds us that achievement must be understood alongside practical skills, personal development and demonstrated competencies.
Assessment should promote learning, not merely rank learners. It should guide teachers, inform parents and help schools make evidence-based decisions about learner support and progression. KNEC has an opportunity to strengthen CBE implementation by helping ensure that quality competency-based assessment becomes a consistent feature of everyday schooling, rather than an unfamiliar experience encountered mainly during national assessments.
Commercial assessment providers have a role to play, and this proposal is not intended to undermine their contribution. It is a call for a stronger national benchmark that encourages quality, consistency and curriculum alignment. If we want learners to approach national assessments with confidence, we must give them meaningful opportunities to practise the thinking and application those assessments demand. If we want CBE to nurture every learner’s potential, our assessment practices must reflect that commitment.
The question is not whether Kenya needs more examinations, but whether we need better-aligned assessments that genuinely support learning. As a practising teacher and CBE champion, I believe this conversation is long overdue.
By Polycap Ateto
Ateto is a postgraduate student at the Open University of Kenya, a CBE Champion and a Chemistry and Mathematics Facilitator.
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