ADAPTIVE COMPETENCY BASED ASSESSMENT MODEL FOR PUBLIC UNIVERSITIES IN KENYA

Abstract

Education systems are rapidly changing globally with time because of its dynamic nature.  In spite of this, there has been perennial outcry by almost all stakeholders in Kenya on the need for a more reliable and yet valid assessment model for all levels in the schooling system. With the introduction of competency based curriculum in Kenyan primary schools, Junior schools, Senior Schools and lessons learnt during the 8:4:4 system period, there is need to align the assessment model at the public universities to the competency based education format as well as to the global best practices. This presents the need for a well-researched adaptive assessment model that will match the changing present time and at the same time win the confidence of all the stakeholders. In addition, assessment models should have a similar trajectory of the evolving education history and not lag behind the changing trend. Time is therefore ripe for a new assessment model which is realistic, workable and effective to be developed for use in Kenyan public universities. Objectives of the study were: To develop adaptive competency based assessment model for use in Kenyan Public Universities and to develop adaptive implementation methods for the assessment model in Kenyan public universities. The study was guided by constructivist theory. The research adopted analytical survey research design and mixed approach comprising literature document review, analysis and quantitative research methodology. It comprised of sub-models that will collectively be in line with Kenyan culture, implementation capacity and at the same time being well comparable with those in wealthy nations that tops in the global educational competency based assessment models. The research findings identified spaced model of assessment which includes: attainment of attendance threshold, computer adaptive tests, Practicals, projects and summative assessment with well spread mark load. In addition, the research finding show that majority (73%) of the relevant documents analyzed approved cumulatively an integrated and double model of assessment as the most realistic and effective model that can be applied in Kenyan public universities. The research finding further noted that the most suitable method of implementation is a collaborative approach involving all the relevant stakeholders, done at different times and then a cumulative score given finally as evidence of skills assessed. The findings are expected to fill the eminent gap brought about due to the time span, post COVID 19 era as well as the changing education system tailored towards employer-ability.