Assessment of Teachers' Attitudes Towards Selected Competency-Based Education Assessment Tools in Enhancing Learner Competencies in Junior Schools in Homa Bay County, Kenya

Abstract

Purpose: The implementation of the Competency-Based Curriculum (CBC) in Kenya has shifted assessment from content recall towards the demonstration and documentation of learners’ knowledge, skills, values, attitudes, and competencies. This study examined teachers’ attitudes and perceptions in enhancing learner competencies. Methodology: The study used an explanatory sequential mixed-methods design. Data were collected from 24 schools using teacher questionnaires, head-teacher interviews, learner focus group discussions, classroom observations, and document analysis. Quantitative data were analyzed using frequencies, percentages, descriptive statistics, one-way analysis of variance, and Pearson product–moment correlation. In contrast, qualitative data were analyzed thematically and integrated with the quantitative findings. Of the 120 sampled teachers, 110 provided valid responses. Findings: The findings showed that teachers demonstrated positive attitudes towards the selected CBE assessment tools usage. Qualitative and documentary evidence indicated that portfolios, performance tasks, rubrics, and observation provided complementary evidence of learner progress, practical performance, participation, and competency development. However, implementation was constrained by teacher workload, large classes, inadequate assessment materials and ICT infrastructure, differences in teacher preparedness, parental support, socioeconomic and school-location conditions. The study concluded that effective CBE assessment depends on teachers’ practical assessment capability, appropriate design and utilization of assessment tools, learner engagement, timely feedback, instructional response, and reassessment. Unique Contribution to Theory, Practice and Policy: The study recommended continuous practical professional development, improved assessment and ICT resources, stronger school-level support and moderation, manageable teacher workloads, and measures to reduce socioeconomic and location-related barriers to equitable participation in assessment activities.