Exploring the Role of the Assessed Curriculum in Strengthening STEM Competency Based Learning in Senior Schools in Siaya County, Kenya

Curriculum translation and implementation go through several stages, from the intended, all the way to the assessed curriculum. The purpose of this paper is to explore the role of assessed curriculum in strengthening competency-based learning, as implemented in senior secondary schools in Kenya. The perceptions of teachers and education leaders on assessment of competency-based learning, the context-dependent factors that shape assessment of competency-based learning and the use of assessment feedback to shape competency-based learning design were investigated. This study was based on an interpretivist paradigm that is exploratory taking a qualitative approach. The methods of data collection used included semi-structured interviews and document analysis. The data collected was analyzed using thematic analysis. The findings revealed that there is a general perception that; assessments should enable students to demonstrate their ability to apply knowledge; there is a lack of clarity on competency-based assessment, and learners not being responsible for their learning but only giving priority to passing rather than competencies. The study also reported that the reporting of feedback in most schools still takes the norm-referenced format, where marks are awarded generally with no specific look at the competencies. The reward system was also based on general ranking with no particular look at competencies. The study recommended the use of a range of assessment tools as suggested, reporting feedback based on different competencies, and then concentrating the point of an award on competencies developed.

Curriculum translation, curriculum implementation, assessed curriculum, competency-based learning

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