Influence of Teacher Assessment Techniques on the Implementation of Competency-Based Curriculum in Public Primary Schools in Kisumu Central Sub-County, Kenya

Abstract

Although Kenya has transitioned to the Competency Based Curriculum, many public primary

school teachers still face challenges in planning and preparation, resulting in uneven lesson delivery and alignment. This study investigated how teachers’ assessment techniques affected the implementation of Competency Based Curriculum in public primary schools in Kisumu Central Sub-County. Guided by Shulman’s Pedagogical Content Knowledge Theory, the research employed a descriptive design. The target population included 671 teachers from 27 schools, with a purposive sample of 108 respondents comprising headteachers and classroom teachers. Data were collected using structured questionnaires and analyzed through descriptive statistics, correlation, and regression in Statistical Package for the Social Sciences. The study concluded that the implementation of the Competency Based Curriculum in Kisumu Central Subcounty was  generally positive, with teachers effectively delivering content and promoting critical thinking, problem solving, collaboration, and talent development. Teachers’ consistent, fair, and reflective assessment practices played a key role in this success, supported by professional development, peer review, and feedback mechanisms. Correlation and regression analyses showed a significant positive relationship, with r = 0.544 and R² = 0.419, confirming that these assessment techniques substantially influenced curriculum outcomes. The study recommended regular teacher training and structured feedback systems to strengthen assessment practices and improve learner-centered teaching.