Advancing Competency-Based Assessment: Integrating Educational Research with Technological Innovation

Abstract

Competency-Based Assessment (CBA) is central to Kenya’s Competency-Based Curriculum (CBC), emphasizing learner-centered evaluation of skills, values, and attitudes rather than rote knowledge. However, the effective implementation of CBA has encountered several challenges, including limited teacher preparedness, inadequate assessment tools, large class sizes, and resource constraints (Oduor, 2021; Waweru, 2022). These challenges threaten the fidelity of the assessment process and the realization of holistic learner outcomes envisioned by the CBC. Recent studies highlight the potential of creativity and innovation in pedagogy and assessment as transformative strategies to address these barriers (Ngware, 2020). This study explores innovative and creative approaches employed by teachers, schools, and policymakers to mitigate CBA challenges in Kenyan basic education. Guided by a qualitative research design, the study will collect data through interviews, focus group discussions, and document analysis targeting teachers, curriculum implementers, and education officers. The findings are expected to provide insights into practical innovations such as adaptive rubrics, technology-enhanced assessments, peer-to-peer evaluation, and context-specific resource improvisation. The study concludes that fostering creativity and innovation is vital in enhancing the efficiency, fairness, and sustainability of CBA. Ultimately, the research contributes to strengthening policy and practice in the ongoing education reforms in Kenya.