An Assessment of Use of Competency Based Assessment Methods in Public Primary Schools in Masinga Sub County, Machakos County, Kenya

Abstract

The objective of this study was to analyze the assessment methodologies employed by teachers in Competency Based assessment in public primary schools in Masinga Sub-County, Machakos County, Kenya. The study aimed to achieve the following objectives: to investigate the utilization of portfolios in assessing pupils' performance in Competency Based Assessment in public primary schools in Masinga Sub County; secondly, to determine whether teachers employ practical tasks to evaluate pupils' performance in Competency Based Assessment in public primary schools in Masinga Sub County; thirdly, to ascertain whether teachers utilize oral presentations in assessing pupils' performance in Competency Based Assessment in public primary schools in Masinga Sub County; and finally, to examine the methods employed by teachers in using skills rating scales to assess pupils' performance in Competency Based Assessment in public primary schools in Masinga Sub County. The study utilized a descriptive research approach and was based on the Constructivism Learning Theory. The study included 21 head teachers of English, 65 grade three instructors, and 1540 children. A proportionate random sampling technique was employed with a sample size of 394. The collection of primary data involved the use of self-administered questionnaires comprising both open-ended and closed-ended questions, an interview schedule for head teachers, and a focus group discussion guide for children. The study's reliability was assessed utilizing the test-retest approach. The data was analyzed utilizing the Statistical Package for Social Sciences (SPSS) and provided as frequency tables, percentages, and mean analysis. The principal assessment methods employed in evaluating Competency Based Assessment in public primary schools in Masinga Sub County were portfolios, practical tasks involving cleaning, washing, planting, and molding. Teachers in Masinga sub county evaluated students' oral presenting skills through activities such as reading stories, narrating stories, reciting poems, singing songs, and engaging in debates on certain topics. These activities were commonly employed in their classes. The majority of grade three instructors in Competency Based Assessment public primary schools in Masinga Sub County utilized skill rating assessment books and rubrics as their primary method of assessment. Teachers lacked sufficient training to effectively administer and evaluate the Competency-Based Curriculum (CBC). Insufficient staffing, class size, resource availability for assessment, and parental support are additional issues that impact competency-based examinations. The study determined that Competency Based Assessment public elementary schools in Masinga Sub County utilized portfolios, practical assignments, oral presentations, skill rating assessment books, and rubrics. The study suggests that the Ministry of Education should organize additional In-Service training sessions for teachers to enhance their proficiency in utilizing portfolios and integrating technology into practical assignments. It also recommends that head teachers provide well-designed skill rating scale assessment books and scoring rubric sheets. Furthermore, the Ministry of Education should hire more teachers and raise awareness among parents to encourage their support in implementing competency-based assessments