Unpacking Institutional Dynamics of Competency-Based Assessment in Kenya’s Competency-Based Education Academic Ecosystem

Abstract

This study examines the implementation of Competency-Based Assessment (CBA) within Kenya’s Competency-Based Education (CBE) framework, focusing on public comprehensive schools that integrate early childhood (ECDE), primary, and junior secondary levels under a single administrative structure. Anchored in the national shift from the Competency-Based Curriculum (CBC) to CBE, the study interrogates how institutional, pedagogical, and structural dynamics influence assessment practices, learner experiences, and school leadership. Adopting a qualitative case study design, the research draws on document analysis, key informant interviews, and field-based observations to explore the readiness and capacity of teachers and school heads to implement CBA. Findings reveal a persistent gap between policy aspirations; outlined in the Basic Education Curriculum Framework (2017), the National Curriculum Policy (2019), and Kenya National Examinations Council (KNEC) guidelines; and institutional realities. While policies emphasise formative and performance-based assessment, practice remains constrained by limited teacher preparation, psychological stress linked to accountability pressures, and inadequate assessment tools. Age-diverse cohorts within comprehensive schools further complicate classroom management and assessment delivery. The study also identifies governance fragmentation across curriculum, examination, and teacher management agencies, alongside financing mechanisms; government capitation, NG-CDF allocations, parental contributions, and NGO support; that remain insufficient and inequitable. The paper concludes that strengthening CBA requires targeted teacher professional development, enhanced school leadership, coordinated governance, and sustainable financing. By situating assessment within the broader institutional ecosystem, the study offers actionable insights for policymakers, educators, and stakeholders working towards equitable and effective CBE implementation in Kenya.