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COMPETENCY BASED ASSESSMENT

NOVEMBER 2021�

THE KENYA NATIONAL EXAMINATIONS COUNCIL

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AUTHENTIC ASSESSMENT

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By the end of the session, the participant should be able to:

Discuss authentic assessment as applied in the teaching and learning process;
Examine the benefits of authentic assessment in learning;
Create an authentic assessment task following the correct steps

Session Outcomes

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Participants to brainstorm the meaning of

AUTHENTIC ASSESSMENT

(Random reporting)

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Definition of an Authentic Assessment

Is a process of determining a learner’s performance and understanding on significant tasks that have relevance to the student’s life inside & outside of the classroom
Real life tasks to demonstrate learner competencies.

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Characteristics of Authentic Assessment

The tasks and standards for judgment should be known.
Learners demonstrate competencies by

applying what they have learnt;

Provides an opportunity for the

teacher to assess the learner on

real time basis.

Stipulates the criteria and standards

required to achieve reliability and validity.

Provides an opportunity for the learner to

construct new knowledge out of learning

experiences.

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Traditional vs Authentic Assessment

Traditional Assessment

Authentic Assessment

Learners demonstrate knowledge

Standardized, valid and reliable

Provides a summary of what the learner knows (knowledge)

Learners recall the knowledge that has been taught

Focuses more on the product

Learners demonstrate proficiency by performing relevant tasks

Well-defined criteria and standards to achieve reliability and validity

Provides a picture of what the learner knows and what they can do with what they know (application)

Learners construct new knowledge out of what has been taught and experienced

Focuses more on the process towards completing the product

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Steps for creating an Authentic Task

Develop the Standard
Develop the Authentic Task

Determine the Criteria

Create a Scoring Guide

Step 1

Step 2

Step 3

Step 4

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Step 1 –Develop the standard

What the learner should know and be able to do?

The list of knowledge, skills and

attitude become the STANDARDS

Standards are derived from the learning

outcomes:

Decide on concepts or skills to be assessed.
And how will they display their

knowledge and skills?

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Example of standards - MUSIC GRADE 5

MUSIC	1.0 PERFORMING	Kenyan Indigenous Musical Instruments -Wind Instruments	By the end of the sub strand the learner should be able to: (a) name different wind instruments used by various indigenous communities in Kenya b) identify parts of a wind instrument and their role c)care and maintain a wind instrument d)demonstrate ability to play a wind instrument	The Learner can; (a) name different wind instruments used by various indigenous communities in Kenya b) identify parts of a wind instrument and their role c)care and maintain a wind instrument d)demonstrate ability to play a wind instrument

Learning Area	Strand	Sub-strand	Specific Learning Outcome	Standards

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Activity: Create two standards from the learning outcomes displayed

(Random reporting)

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STRAND	Sub-starnd	S.L.O	Learning Experiences
FOODS AND NUTRITION	Choosing foods	By the end of the sub-strand, the learner should be able to : (a) list factors to consider when choosing foods from a general grocery (b) choose foods from a general grocery in the locality	Learners discuss factors to consider when choosing food from a general grocery(type of packaging, information on the package, correct weight, freshness, expiry date, price)
CLOTHING	Laundrywork	By the end of the sub-strand, the learner should be able to: d)demonstrate the procedure used for laundering a white cotton shirt or blouse and a fast coloured cotton shirt or blouse. e)discuss safety precautions to observe when laundering different articles at home f)launder a cotton shirt or blouse using the right method for proper care and maintenance of clothes g)clean and store equipment and materials used in laundrywork	Learners observe safety to observe when laundering a white cotton shirt or blouse and a fast coloured cotton shirt or blouse at home Learners watch a video clip or a demonstration on laundering a white cotton shirt or blouse and a fast coloured cotton shirt or blouse In groups or pairs, learners practice laundering a white cotton shirt or blouse and a fast coloured cotton shirt or blouse Learners clear, clean laundry work area and store laundry work equipment and materials using the right procedure

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STRAND	Sub-strand	S.L.O	Learning Experiences
Picture making	1.1 Drawing 1.1.1 Smudge technique 1.1.2 Still life drawing-smudge technique	By the end of the Sub-strand the learner should be able to: Observe a still life set up for motivation in creation of own composition. b) Create a still life composition using smudge technique to show light and dark gradation. c) Talk about own and others’ still life composition	Observe and discuss a still life set up to motivate them draw their own. Individually draw and create value gradation in a still life arrangement of two objects using smudge technique, (choosing from; tin, bottle, bowl or pot). Display and talk about own and others’ drawing

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NB

One learning outcome can generate several standards hence several tasks that can be used to assess learners.

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Activity:

identify a learning area in either grade 5 or 6 curriculum design
Identify one learning outcome
Developed at least two standards from the learning outcome identified.

(Random reporting)

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Step 2 –Develop the Authentic Task

To determine if learners have met the standards, you will design relevant TASKS

Types of Authentic Assessment tasks

(i) constructed-response tasks that involve critical thinking & application of skills through the use of context and or scenarios.

(ii) creating a product

(iii) performance tasks

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(i) constructed-response tasks

By the end of the sub-strand, the learner should be able to:

(a) list factors to consider when choosing foods from a general grocery

(b) choose foods from a general grocery in the locality

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Task

Using a digital drawing tool create and print a five-scale value gradation strip in black and white measuring 1cm by 5 cm
Draw a still life composition of a thermos flask and a cup (they should be overlapping)
Shade the items using smudging technique to show the effects of light and dark.
Display your work for the teacher and other learners to see.
Tell your teacher how you feel about the drawing.

(ii) performance tasks

By the end of the Sub-strand the learner should be able to:

Observe a still life set up for motivation in creation of own composition.

b) Create a still life composition using smudge technique to show light and dark gradation.

c) Talk about own and others’ still life composition

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By the end of the sub strand the learner should be able to:

a) Carry out drip irrigation to water plants

b) Describe drip irrigation as a way of conserving water

c) Appreciate use of drip irrigation in conserving water in farming.

(iii) creating a product

1. Individually learners use books, magazines, resource persons, digital devices and guided internet to source for information on the making of a simple drip irrigation system using locally available materials in the immediate environment.

2. In groups of 3-5 learners, each learner presents and peers discuss the information collected on the making of a simple drip irrigation system.

3. Each group comes up with a common procedure of making a simple drip irrigation system.

4. The group then makes the irrigation system to water at least five plants.

5. The irrigation system should have a reservoir and a means of conveying water to the plants.

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ACTIVITY: �develop:�(i) two constructed –response authentic tasks.�(ii) One product or performance authentic task.

The task formulated should:

be authentic and contextual or scenario based
be appropriate for multiple contexts (e.g., rural, urban environment);
utilize locally available resources where applicable;
provide opportunities for peer collaboration where applicable;
encourage self-assessment and deep reflection.

NB: You can use the standards developed earlier together with the learning experiences from the curriculum design or you can create new standards from SLO of your choice

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Step 3 - Determine criteria

What does good performance on this task look like?

Guided by the learning outcomes, identify aspects to be assessed which should have the following characteristics:

clear;
brief;
observable;
statement of expected behaviour;
written in a language learners understand

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Criteria
1.Creating Value gradation strip using digital software.
2. Shading using Smudge technique
3. Drawing Still life composition of a cup and a thermos flask.
4. Commenting on own work

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Step 4 - Create a scoring guide

How well did the learner perform?

Create a RUBRIC

Descriptors should be clear to identify individual learners level of performance.
Suggested responses should be technically correct.
level of performance allocated should conform to the difficulty level of the task, the time required, the knowledge and the skills which the test item requires the learner to demonstrate.
Provision is given to alternative responses, without reflecting undue bias towards one point of view at the expense of others.

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Criteria	Exceeds expectation (4)	Meets expectation (3)	Approaches expectation (2)	Below expectation (1)
Creating Value gradation strip using digital software.	Accurate and Consistent gradation with five values and seamless transition from one value to the next.	Consistent gradation with five values with clear transition from one value to the next	Gradation with 5 values with irregular transition from one value to the next	Less than five gradation with inconsistent value transitions
Shading using Smudge technique	The blending is smooth, seamless, consistent and within the forms, creating an illusion of 3-D.	The smudges are consistent and within the forms, creating value.	The smudges are not consistent and go beyond the forms.	Smudges are random and not within the forms. Grooves are etched into the paper
Drawing Still life composition (A cup and a thermos flask)	Creatively and accurately draws overlapping forms including distinctive features.	Accurately draws overlapping forms	Forms not appropriately drawn objects only show one side. One object is larger or smaller than reality.	Draws outline of the object.
Commenting on own work	Comments on own work articulately, using the correct language of the subject with a lot of confidence .	Comments on own work using the correct language of the subject with a lot of confidence .	Comments on own work with a lot of mix-up in the language of the subject and lacks confidence.	Only comments on won work after probing and does it with a lot of hesitation and lacks confidence.

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Develop authentic tasks;

Constructed –response
Project/performance task

Group presentation

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THE END