CBC TRAINING

English and Kiswahili Language Activities Grade 1,2 &3

1/16/2023 1
 TRAINING OBJECTIVES

• Take participants through the curriculum changes in the English and

Kiswahili curriculum designs
• Guide participants how to teach different English and Kiswahili
activities using the revised books
• Review the different teacher professional documents and how they
are used to facilitate learning
• Sensitize participants on the use of Competency Based Assessment in
learning
 A REPORT ON STATUS OF CBC
IMPLEMENTATION IN ENGLISH,
KISWAHILI AND LITERACY
LEARNING AREAS IN GRADES 1-3

1/16/2023 3
• Competency Based Curriculum recognizes languages as an
important facilitative tools learners use to interact with their
immediate environment.
• It is a medium of communication and necessary for
socialization as it equips learners with skills necessary for
listening and speaking as well as developing literacy skills.
 Need for monitoring of CBC
implementation on target learning areas
There was need gather information on various aspects such as;
• Use of literacy books as well as course books in target areas
• Utilization of the 5 lessons allocated to literacy against those allocated to
other language learning areas
• Adequacy of lessons allocated to English, Kiswahili and literacy learning areas
• Interpretation of curriculum design for proper preparation and use of
professional documents by the teachers
• Use of appropriate learning pedagogy to attain specific learning outcomes and
develop competencies, PCIs, and values in the lesson delivery through varied
learning experiences.
 Monitoring exercise
In February 2020, the MOE Constituted a joint team from;
- Directorates of primary education and Quality Assurance and Standards
- Teacher’s Service Commission
- Kenya Institute of Curriculum Development and
- Education field officers
- Kenya National Examinations Council
undertook monitoring of implementation of Kiswahili activities, English
activities and Literacy
 The objectives of the
monitoring exercise were to
• Determine the extent to which teachers and CSOs are able to interpret
curriculum designs in Kiswahili, English, and Literacy learning areas.
• Establish the availability and use of teachers’ professional documents in
Kiswahili, English and Literacy learning areas.
• Establish the availability and use of learning resources to implement CBC in
Kiswahili, English and Literacy learning areas.
• Assess the extent of teacher support by head teachers, CSOs and QASOs
• Assess achievement of the learning outcomes as specified in Competence
Based Curriculum
 METHODOLOGY
• Mixed method approach was used to collect both
quantitative and qualitative data during the monitoring
exercise.
• The following data collection instruments were used;
-Interview guide
-Focus group discussion
-Document Analysis Guide
-Observation guide
Sample Framework
 Findings
Availability of curriculum designs

5%

Not Available Available

95%
Ability to prepare schemes of
work from the designs
Preparation of lesson plans
Extent to which the interpretation of the
curriculum designs is a challenge to teachers
 Average lesson duration in
minutes, by learning area
32
32

31
30
Lesson duration in minutes

30

29

28 28

27

26

25
Kiswahili Language activities English Language Activities Literacy Activities
Learning area
 Adequacy of lessons allocated
to learning areas per week
90 84
80
72
70
62
60
Percentage

50

40 38

30 28

20 16
10

0
English Language Ac.. Kiswahili Language .. Literacy Activities
Learning Area
Adequate Not Adequate
 Number lessons suggested by teachers
for each of the learning area
90
81
80 76

70 67

60
Percentage

50

40

30
22
20
20
12
10
5 4
2 2 2 3
0 1 0 1 0 0 0 0 1
0
2 3 4 5 6 7 8
Suggested number of lessons per week

English Language Ac.. Kiswahili Language .. Literacy Activities

 Availability of ICT equipment in
schools
100
92 91 90
90
80
80
69
70
60
60
Percentage

50
40
40
31
30
20
20
8 9 10
10
0
Desktop Computers laptops Tablets TV Radio Mobile Phones
ICT equipment
No Yes
 Adequacy of lessons allocated
to learning areas per week
90
84
80
72
70
62
60
Percentage

50

40 38

30 28

20 16

10

0
English Language Ac.. Kiswahili Language .. Literacy Activities
Learning Area
Adequate Not Adequate
 Number lessons suggested by teachers
for each of the learning area
90
81
80 76

70 67

60
Percentage

50

40

30
22 20
20
12
10 5
2 4 2 2 3
0 1 0 1 0 0 0 0 1
0
2 3 4 5 6 7 8
Suggested number of lessons per week

English Language Ac.. Kiswahili Language .. Literacy Activities

 Availability of ICT equipment
in schools
100
92 91 90
90
80
80
69
70
60
60
Percentage

50
40
40
31
30
20
20
8 9 10
10
0
Desktop Computers laptops Tablets TV Radio Mobile Phones
ICT equipment
No Yes
 Frequency of use of ICT
equipment
45
41
40 39 39

35
29 30
30 28
25
Percentage

25 24
21
20
15
10 7 8
6
5 3
0 1
0
Not at all Infrequent Fairly frequent Frequent Very frequent
Frequency of use

Grade one Grade two Grade three

 Areas that teachers require
more support
90% 84%
80%
70%
61%
Percentage of CSOs

60% 54%
49%
50%
40%
30%
20%
10%
0%
Assessment Design Interpretation Lesson delivery Lesson preparation
Area
 Conclusions
• Teachers were able to cover the planned lesson content in target learning
areas in the specified time of 30 minutes.
• However, lessons allocated for English, Kiswahili and Literacy learning
areas was not adequate, thus, the proposal that the number of lessons
for each of the Languages should be increased to 5
• The books approved for the teaching of English, Kiswahili and Literacy
learning areas are available in schools and were being utilized by the
teachers.
• However, most teachers were using books for English Language
Activities and Literacy Activities interchangeably
 Recommendations
• Teachers should be sensitized on the available of online teacher training
modules that provide continued training on interpretation of designs.
• MOE should provide clear guidance through a circular or otherwise on the
books that are supposed to be used for English, Kiswahili and Literacy learning
areas
• Preparation of professional documents by the teachers to be enhanced.
• lessons in English Language Activities and Kiswahili Language Activities should
be increased to 5 lessons per week
• Training on CBC should be a continuous activity up to the school level to
enable teachers discuss their achievements and challenges as peers based on
their classroom experiences, and support each other in finding home based
solutions
• A framework for school-based peer mentorship and coaching to be
developed for utilization by teachers at the school level.
• Subject specific training strategy to be used and focus on the identified
areas of challenge
• Trainings for parents should be enhanced for effective and efficient
implementation of the CBC
• comprehensive data on teachers who have been trained and those who
have not as well as newly employed should be maintained. This will enable
need based training on CBC implementation using TUSOME methodology.
 THE END
THANK YOU
 CBC TRAINING
CHANGES IN THE REVIEWED GRADE 1,2 & 3
ENGLISH LANGUAGE ACTIVITIES CURRICULUM
DESIGNS 2022
2017 CURRICULUM DESIGNS VERSUS THE 2022

1/16/2023 27
 Interpretation of the curriculum design (minutes)

Session Outcomes
By the end of the session, the participant will be able to:
a) Map out the key differences between the 2017 and 2022 EYE curriculum
designs
b) Utilise the knowledge about the changes when developing schemes of work and
the lesson plans.
c) Acknowledge the importance of the schemes of work and the lesson plan in the
learning process.
 Learning Areas
2017 2022
• English language activities • English language activities
• Kiswahili language activities • Kiswahili language activities

• Indigenous languages and • Indigenous languages

literacy
 Organization of the designs

2017 2022
Each strand was separately The design has incorporated
presented and teachers had to specific concepts of the four
‘grope in the dark’ so to speak language skills and grammar in
when developing schemes of specific themes.
work, lesson plans among
other professional documents.
 THEMES
2017 2022
• Themes were ‘housed’ in the language • Themes distinctly brought out. They are the
structures ‘glue’ that holds the four language skills and
grammar read language use.
• Contextualization of language learning
through the theme is clear.
• Teachers and materials developers were • Materials developers, teachers, even lay
unable to contextualize English language people among others can easily facilitate
learning on account of the chaos emanating English language learning since each theme
from the haphazard placement of the themes has aspects of listening, speaking, reading and
in the curriculum designs writing assigned to it.
 Strands
2017 - STRANDS 2022 - STRANDS
• Listening and Speaking…Language Use • Listening and Speaking
(language structures subsumed
therein)
• Reading • Reading
• Language Use
• Writing • Writing
 Number of lessons

2017 2022
• 3 lessons assigned to English • 5 lessons assigned to English
• 3 lessons assigned to Kiswahili • 4 lessons assigned to Kiswahili
• 5 lessons assigned to Literacy and • 2 lessons assigned to Indigenous
Indigenous languages languages
 Lessons Cont’d
2017 2022
• Proper guidance not provided. • Proper guidance provided.
• Difficulty in determining the • Number of lessons assigned to
content to be learnt each strand and sub strand
clearly shown
 Sounds and Vocabulary

2017 2022
• Sounds were not specified • Sounds to be learned specified
and tied to particular themes
• No suggestions on the • Vocabulary to be learned
vocabulary to be learned suggested and tied to a each
themes.
 Reflections on the session
We have discussed the differences between the 2017 EYE English curriculum designs
and the reviewed version of 2022.
Take time to reflect on what you have learned and complete the following
statements.
i. I learned
that--------------------------------------------------------------------------------------------------------
--------------------------------------------------------------------------------
ii. I need to learn more about
-------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------.
iii. I have questions on
-------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------.
 Thank you
GOD BLESS YOU RICHLY!
 KISWAHILI GRADE 1-3.

THE CHANGES THAT HAVE BEEN EFFECTED

IN THE REVISED CURRICULUM DESIGNS
AND KISWAHILI GRADE 1-3 TEXTBOOKS.
 KISWAHILI.
MASUALA NA MADA.
Gredi ya 1-3, kuna masuala 10 ambayo hayafanani. Mada
zinazofunzwa katika gredi zote ni 4;
1). Kusikiliza na Kuzungumza
2). Kusoma
3). Kuandika
4). Sarufi.
Kumbuka: Msamiati unafunzwa kimuktadha (Katika
vifungu)
 MGAO WA MUDA
Mada zote zimegawiwa muda sawa wa vipindi 3:
1). Kusikiliza na kuzungumza. Vipindi 3
2). Kusoma: vipindi 3
3). Kuandika:vipindi 3
4). Sarufi : vipindi 3

Kila wiki ina vipindi 4.

Kumbuka : kila suala limetengewa vipindi 12*10=120
Kila wiki ina vipindi 4, kila mada ikiwa na vipindi sawa.
Somo la Kiingereza lina vipindi 5
 UPEKEE WA MTAALA
MSAMIATI:
Unafunzwa kimuktadha.
Unalenga masuala yanayozungumziwa.
Unafunzwa katika muktadha wa kifungu.
Maneno lengwa yamekolezwa wino katika kifungu.
 Baadhi ya maneno yanaoanishwa na sauti lengwa.
 SAUTI

• Sauti zinalengwa katika masuala mtambuko;

• Masuala ya 2,4,6,8&10 kusoma kwa ufasaha.
• Masuala ya 3,5,7&9 yanalenga kusoma kwa ufahamu
• Sauti zinafanyiwa mazoezi katika kusoma kwa ufahamu.
• Sauti zinalengwa katika utambuzi wa sauti, jina la herufi na sauti ya herufi
katika gredi za 1&2
• Sauti zinalengwa katika kuunda silabi na maneno.
• Sauti zinalengwa pia katika kusoma kwa ufasaha.
 KUANDIKA
• Mada hii imetangulizwa kutoka mwanzo wa muhula kinyume na
jinsi ilivyokuwa kabla ya marekebisho ya mtaala na vitabu.
 Kuna maandalizi ya kuandika:
 Kutambua namna ifaayo ya kuketi.
 Kutambua jinsi ya kushika kalamu.
 Kuandika kutoka kushoto kwenda kulia.
Kuandika kifungu kwa kuzingatia idadi fulani ya maneno kulingana
na gredi.
 KUSOMA
• Kutambua namna ifaayo ya kuketi.
• Kutambua jinsi ya kushika kitabu.
• Kuelekeza macho kutoka kushoto hadi kulia, kutoka juu ya ukurasa hadi chini ya
ukurasa.
• Kusoma idadi maalumu ya maneno kwa dakika.
• Kuzingatia vipengele fulani katika kusoma matini kwa ufasaha.
• Kusoma kwa kuzingatia matamshi bora.
• Kusoma kwa kasi inafaayo.
• Kusoma kwa kuzingatia kiwango kifaacho cha sauti.
 VIPENGELE VYA MTAALA WA
KIUMILISI.(CBC COMPONENTS.)
• Umilisi wa kimsingi unaokuzwa.
• Maadili.
• Masuala mtambuko.
• Matumizi ya mbinu mseto za kutathmini.
• Matumizi ya mbinu mseto za ufanzaji na ujifunzaji.
• Matumizi ya shughuli mbalimbali za ujifunzaji.
Maigizo.
 Kusikiliza kutoka kwa vifaa vya kidijitali.
Matumizi ya vifaa vya kidijitali.
Kumhusisha mzazi au mlezi katika shughuli za ujifunzaji.
TAMATI
 CBC TRAINING
INTERPRETATION OF
CURRICULUM DESIGNS

1/16/2023 47
 Interpretation of the curriculum design (45 minutes)

Session Outcomes

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

a) Identify the components of a curriculum design

b) Interpret the curriculum design for effective facilitation of learning

c) Appreciate the importance of a curriculum design in the learning

process
 Introduction (15 minutes)
Tell participants that a curriculum design is a document that details the
components or elements of a curriculum to be taught in a learning
institution.
Ask the participants the following question:
What are the components of a curriculum design?
 Components of a curriculum design
National goals of education, sample assessment rubric.
level learning outcomes, key inquiry question (s),
subject general learning core competencies to be
outcomes, developed,
essence statement, strands,
PCIs,
sub strands,
values
specific learning outcomes,
sample assessment rubric.
suggested learning
experiences,
• Participants to interact with content of the curriculum designs.
• English Sample and Kiswahili sample (Appendix 2)
 Components of curriculum design:
Overview (15 minutes)
National Goals of Education
• Which national goals of education do you know?
• Why is it important to have the national goals of education?
• They are long term broad intentions of aims that are expected to be achieved
through Education. They are derived from the national development agenda.
Essence Statement
• Why are English and Kiswahili offered in the Kenyan curriculum?
• A general overview of a learning area. It summarises the fundamental ideas of
each learning area.
• Explains the rationale or justification for the inclusion of the learning area in
the curriculum.
 Strand and Sub strand

What do you understand by the terms strand and sub strand?

• It is an idea or concept that runs through the learning area.
• A strand also cuts across all levels of education.
• A sub-strand represents smaller concepts within the strand
 Learning Outcomes
Using the “KNOW, WANT TO LEARN”( KWL) approach, state what you
Know and What you want to Learn about learning outcomes.

 Know…………Some things that I already know about learning outcomes

…………………………………………………………………………………………
 Want to Learn……Some things I would like to learn about learning

outcomes.
……………………………………………………………………………………………

Share responses to both sections with your neighbor and in the plenary
discussion.
 Learning Outcomes Cont’d
• Statements of what the learner is expected to achieve
and how he or she is expected to demonstrate that
achievement.
• Learning outcomes are more precise and reflect
essential knowledge, skills or attitudes
 Activity
What do you understand by the above quote in the previous slide?
 Reflect on some of the learning experiences you have used in your
classroom. How do they relate to the above quote? On a rating scale of
1-5, (1=never, 2 = rarely, 3=sometimes. 4= often 5=Always) indicate your
ability to vary learning experiences and cater for the different learning
styles.
 Learning experiences are activities or tasks that the learner should carry
out in order to develop desired knowledge, skills, values and attitudes.
 They are interactions in which learning takes place.
 “Interaction between the learner and external conditions in the
environment to which he/she can react.” Ralph Tyler
 Key Inquiry Questions

Using the “KNOW, WANT TO LEARN”( KWL) approach, state what you
Know and What you want to Learn about key inquiry questions.

 Know…………Some things that I already know about key inquiry

questions…………………………………………………………………………………………
 Want to Learn……Some things I would like to learn about key inquiry

questions.
……………………………………………………………………………………………

Share responses to both sections with your neighbour and in the plenary
discussion.
 Key Inquiry Questions
• These are questions that help to focus learning. They
probe for deeper meaning and set the stage for
further questioning.
• Foster the development of critical thinking skills and
higher order capabilities such as problem solving.
• The basis for key inquiry questions is inquiry based
learning.
 VALUES

What are some of the incidents in our society depict lack of

values? Give examples.
• Explain to the trainees the connection between the goings on
in the society and values.
• Which are the core values in the competency based
curriculum?
 Values cont’d
8 core values are spelled out in the curriculum designs
 These values: integrity, peace, responsibility, love, social
justice, respect, unity and patriotism ought to be
mainstreamed
 The values are mainstreamed in the content of the
English and Kiswahili course books
 Teachers ought to mainstream the values in a particular
sub strand in the lesson plan through the learning
activities.
 Pertinent and Contemporary Issues (PCIs) (5
minutes)

Ask the participants to do the following in pairs:

Discuss the meaning of pertinent and
contemporary issues
Give examples of PCIs
PCIs to be integrated in the lesson plan
1. Learner Support School governance ; Positive discipline ; Mentorship and peer education; Clubs and societies; Sports and
Programmes (LSPs) games; Guidance and Counseling
2. Life skills, Values and Life skills : ( for example Self awareness
Human Sexuality Skills of knowing and living with others for example Empathy, Assertiveness
Skills of decision-making for example (Critical thinking, Creative thinking, Problem-solving, among others
Human sexuality (Growth in boys and girls,

3. Health Issues in Nutrition; HIV and AIDS ; Alcohol and substance use (ASU) Personal hygiene ; Common communicable
Education diseases ; Non-communicable diseases (NCD); Female genital mutilation (FGM)
4. Community Service Community Service Learning (CSL)
learning, Parental Family and nature of parenting
Empowerment and Community involvement
Engagement Parental empowerment (PE)
Parental engagement (PE)
5. Education for Gender issues in education
Sustainable Environmental issues in education
Development (ESD) Financial literacy/Sustainable consumption
Safety issues (fire safety, Road safety, School environment , Disaster risk reduction (DRR), First Aid)
Security (Proliferation of small/light arms, Radicalization, Extremism, Terrorism , Human trafficking,
Violence, Political instability, Cyber security )
Animal welfare issues in education (Five (5) animal freedoms, Fear and distress in animals, Discomfort in
animals, Feeding animals, Watering animals)
 Core Competencies (10 minutes)

In groups, participants identify the

seven core competencies and
brainstorm on how they could be
mainstreamed in a lesson.
 Core competencies cont’d
There are seven core competencies. They should be mainstreamed in all learning
areas. There are 7 core competencies:
• communication and collaboration
• critical thinking and problem solving
• creativity and imagination
• citizenship
• digital literacy
• learning to learn
• self-efficacy
NB: The values, PCIs and core competencies to be mainstreamed are spelled out in
each sub strand of the curriculum design.
 Assessment Rubric
A rubric is an assessment tool used to interpret and assess
learner’s performance in a task.
It consists of a set of score points and related descriptors that
articulate the criteria and performance levels in a learning
arranged in a measure of quality.
A rubric consists of:
• criteria
• descriptors
• performance levels
 LEVELS OF
PERFORMANCE

CRITERION
Exceeding Meeting Approaching Below
Expectation (4) Expectation (3) Expectation (2) Expectation (1)

Sorting Correctly and Correctly sorts Sorts some Rarely sorts the
waste systematically the waste waste waste
according to sorts waste according to according to according to
type according to type. type. type. types.

DESCRIPTOR
 Reflections on the session
We have discussed the interpretation of the curriculum design. Take time to reflect
on what you have learned and complete the following statements.
i. I learned
that------------------------------------------------------------------------------------------------------
-----------------------------------------------------------------------------------------------------------
----
ii. I need to learn more about
-----------------------------------------------------------------------------------------------------------
-----------------------------------------------------------------------------------------------------------
.
iii. I have questions on
-----------------------------------------------------------------------------------------------------------
-----------------------------------------------------------------------------------------------------------
 thank you
GOD BLESS YOU RICHLY!
 Teacher’s Guide Walkthrough
English and Kiswahili

1/16/2023 70
 How many lessons do you
think make one unit?
• Each unit has five lessons
• Introduction lessons: Introduce a new concept
• Practice lessons: Practice what they have learned
• Review lesson: Reviews what has been taught in the unit
• The fifth lesson reviews and assesses mastery of what
has been taught in the previous lessons.
 Grade 1 lessons are divided as
follows:
• Oral language development lessons: learners are taught with
the aim of building oral vocabulary to be able to communicate
in English and Kiswahili.
• transition lessons, learners are introduced to components of
reading, while at the same time continuing with oral language
development lessons.
• Reading lessons: All the other lessons mainly focus on the five
components of reading and writing.
 Teacher’s Guide and Pupil Book
correspondence
• The content in the Teacher’s Guide has corresponding content in the
Pupil’s book.
• The teacher is guided on what to ask the learners to do in the pupil’s book.
• This comes after content has been taught by the teacher.
• Many teachers forget to refer learners to their books after teaching a
specific activity.
• The teacher needs to pay attention and refer the learner to read the
corresponding content from their books as guided in the Teacher’s Guide.
 Look at a lesson page
 What is the first lesson activity in the Teacher’s Guide?
 Is there corresponding content in the Pupil’s Book page?
 Which lesson activities have corresponding content in the
Pupil’s Book page?
 How does the teacher get to know when to guide learners to
read from the Pupil’s Book?
LEARNING METHODOLOGIES
 Session Outcomes
By the end of the session, the participant should be
able to:
a) describe some methodologies used in learning
b) model the correct use of learning methodologies in
teaching specific language skills
c) acknowledge the importance of using a variety of
learning methodologies
 Different learning methodologies
1) Inquiry based learning
Is a key methodology in the Competency Based Curriculum (CBC).
Encourages learner centred instruction.
IBL incorporate a process of exploring the world, which leads to:
a) Asking questions
b) Making discoveries (KIQ)
c) Conducting research and experiments
 2) Direct Instruction Method
Enables the teacher to systematically teach new skills to the
learner.
Encourages intense interaction between the learners and the
teachers.
The Direct Instruction Method has the following steps.
I Do: Teacher models alone and clarifies what learners are to learn.
We Do: Teacher and learner do it together
You Do: Learner does it alone as the teacher monitors and gives
corrective feedback.
3) Differentiated learning
• Ensures continuous learning and takes care of learners of
different abilities.
• It is key in ensuring that no learner is left behind.
• It embraces the mission of CBC ‘Nurturing every learner’s
potential’.
• The teacher employs different approaches that suit the
learning needs of individual learners.
Learning experiences in Listening and Speaking
Thumbs up/ Thumbs down:

Checklist: Phonological Awareness (Thumbs up/Thumbs

down)
The Teacher:
- Used the I do/We do/You do correctly.
- Clearly modelled when to show thumbs up or thumbs down.
- Pronounced the sounds correctly.
- Did NOT write the words or the sound on the board.
- Gave formative feedback.
 Thumbs up/ down: Trainer Modeling

Trainer’s Activity
English Grade 2 Teacher’s Guide, lesson 28;
Thumbs up/down
 Thumbs Up/ Down: Participants
practice

Participant’s Activity
English Grade 1 Teacher’s Guide, lesson 48; Thumbs up/down

English Grade 2 Teacher’s Guide, lesson 26; Thumbs up/down

Kiswahili Grade 1 Teacher’s Guide, lesson 43; Thumbs up/down

Kiswahili Grade 2 Teacher’s Guide, lesson 43; Thumbs up/down

 Checklist: Phonological Awareness (Thumbs up/Thumbs down)

The Teacher:

- Used the I do/We do/You do correctly.

- Clearly modelled when to show thumbs up or thumbs down.

- Pronounced the sounds correctly.

- Did NOT write the words or the sound on the board.

- Gave formative feedback.

 Oral Language Development:
Introduction
• The purpose of oral language development lessons is to help learners
to develop oral language before they learn how to read words.
• Oral language instruction helps the learner to understand and
communicate in a language.
• A successful oral language lesson is where the learner can be able to
communicate using what they have learnt.
• Immediate corrective feedback to the learner will be extremely
important.
• It can take several tries before a learner can know how to
communicate effectively in a new language.
 Oral Language Development:
Trainer Modeling

Trainer’s Activity
Kiswahili Grade 1 Teacher’s Guide, Lesson 1; Oral Language
Development
 Oral Language Development:
Participants Practice

Participants’ Activity

English Grade 1 Teacher’s Guide, Lesson 2; Oral

Language Development
 Learning experiences in Reading:
An overview
• What are the different areas of language?
• There are four areas of language: listening, speaking, reading and
writing.
• Emphasize that all four of these areas are integrated in the activities
of the lessons.
• Learning to read early is essential.
• If learners do not develop reading skills early, they are likely to
continue to lag behind others as the curriculum gets more difficult
and more based on reading to learn .
What are the five components of reading?

Comprehension

Phonological
Vocabulary Awareness

5
Components of
Reading

Fluency Alphabetic
Principle
Learning experiences in Reading:
Letter name and sound:
Mastery Checklist: Alphabetic Principle (Letter name and
sound Recognition)
The Teacher:
 Wrote the letter on the board or used the pocket chart.
 Used I do/We do/You do correctly.
 Pronounced the sounds correctly.
 -Gave formative feedback.
 Letter name and sound: Trainer
Modeling
Trainer’s Activity

English Grade 2 Teacher’s Guide, lesson 28; Letter name and

sound
 Letter name and sound:
Participants practice

Participants Activity
Kiswahili Grade 1 Teacher’s Guide, lesson 43; Ufahamu wa herufi

Kiswahili Grade 2 Teacher’s Guide, lesson 43; Ufahamu wa herufi

English Grade 1 Teacher’s Guide, lesson 48; Letter name and sound

English Grade 2 Teacher’s Guide, lesson 26; Letter name and sound
 Word Reading: Introduction

• Tell participants that blending involves putting together sounds to

read words.
• In blending, the learner says the sounds and the word aloud.
• In silent blending, the learner reads the sounds silently and the word
aloud.
• Emphasize that oral blending is a phonological awareness activity
hence it is oral while word blending is an alphabetic principle activity
hence involves writing on the board or using a pocket chart/letter
cards to show the word.
Mastery Checklist: Alphabetic
Principle
(Blending and silent blending)
The Teacher:
- Wrote the word on the board or used the pocket chart.
- Used the I do/We do/You do correctly.
- Pronounced the sounds correctly (Read the sounds silently and the
word aloud)
- used their finger to swipe under each letter as the word is being read.
- Gave formative feedback.
 Blending and silent blending:
Trainer Modeling

Trainer’s Activity
English Grade 2 Teacher’s Guide, lesson 28; Blending
 Blending and silent blending:
Participants Practice
Participant’s Activity
Kiswahili Grade 1 Teacher’s Guide, lesson 43, Kusoma silabi, kusome maneno

Kiswahili Grade 2 Teacher’s Guide, lesson 43, Kusoma silabi, kusome maneno

English Grade 1 Teacher’s Guide, lesson 48; Blending

English Class 1 Teacher’s Guide, lesson 49; Silent blending

English Grade 2Teacher’s Guide, lesson 26; Blending

English Class 2 Teacher’s Guide, lesson 27; Silent blending

Mastery Checklist: Alphabetic Principle
(Blending and silent blending)

The Teacher:
- Wrote the word on the board or used the pocket chart.
- Used the I do/We do/You do correctly.
- Pronounced the sounds correctly (Read the sounds silently and the
word aloud)
- used their finger to swipe under each letter as the word is being read.
- Gave formative feedback.
 Comprehension- Introduction
What is comprehension?
What is the purpose of teaching comprehension?
What steps do we follow when teaching comprehension?
Comprehension is the process of making meaning from spoken
language and/or print.
Comprehension activities have two purposes:
1. To teach learners strategies to understand what they read.
2. To allow the teacher to know if the learner understood what
they read.
There are 3 levels of comprehension
activities taught in English and Kiswahili.

Before reading activities

During reading activities

After reading activities

 What happens in the before
reading ?
Before Reading Activities
1. Teacher explains the meaning of the vocabulary.
2. Teacher reads the title with the pupils and asks them to say
what they know about the topic/ title.
3. Teacher discusses the picture by asking pupils what they see in
the picture.
4. Teacher asks pupils to predict what they think will happen in the
story (prediction).
 Before reading: Vocabulary
Why is the learning and understanding of vocabulary important to
reading?
 Vocabulary refers to the meaning of words in a language.
 Learners who have limited vocabulary will have a difficult time making
meaning even though they may learn to sound out words fluently.
 Vocabulary is taught before story reading so that learners can learn
and understand the story better including the context of the word.
 Mastery Checklist: Vocabulary

The teacher:
1. Said and displayed the word.
2. Asked learners if they are familiar with the word.
3. Asked learners if they know the meaning of the word.
4. Explained the meaning of the word (show the item, use a gesture,
use a synonym or familiar word).
5. Used the word in a sentence that shows the meaning of the word.
6. Gave the pupils an opportunity to make a sentence with the word.
7. Gave formative feedback.
 Before reading: Prediction
• What is prediction?
• Why do we ask learners to predict?
• What specific competencies are likely to be nurtured
during the prediction activity in the lesson?
 What is prediction?
Prediction is making a guess and saying what you think will happen.
The purpose of prediction is to help learners think about what they
already know about the topic and use that information to help them
understand what they are reading.
Prediction helps learners to:
o ask questions while they read.
o monitor their understanding as they read.
o to reread to understand better.
 Prediction questions?
To guide learners to predict, the teacher can ask questions like:
• What do you think will happen in the story?
• What do you think we shall learn about this topic?
It is important to check prediction after reading the text. To do this, the teacher can
ask questions like:
 Did your prediction come true?
 What was different in the story from your prediction?
During the prediction activity, each pupil shares their prediction with a partner.
 During reading

Learner reads the text. In grade 1 and 2:

 The teacher first models reading text (I do)
 Then reads the text with the learners (We do)
 Asks learner to read the text on their own (You do)
For grade 3:
 The teacher and learners read the text first (We do)
 Then the learners read on their own (You do)
 After Reading: Introduction
What happens after reading?
Two things happen after reading a text:
1. Checking prediction.
2. Checking learner’s comprehension of the text read.
 After reading: Comprehension
Comprehension strategies

Questioning Sequencing

Retelling Main idea

Concept map Summarizing

 Comprehension: Trainer Modeling

Trainer’s Activity
English Grade 2 Teacher’s Guide, lesson 28: New words,
Before reading, Pupil text reading and Questions
 Comprehension: Participants practice

Participant’s Activity
• English Grade 1 Teacher’s Guide, lesson 48: New words, Before reading, Pupil text reading and Questions
• English Grade 2 Teacher’s Guide, lesson 26: New words, Before reading, Pupil text reading and Questions
• English Grade 3 Teacher’s Guide, lesson 21: New words, Text reading and Questioning
• Kiswahili Grade 1 Teacher’s Guide, lesson 43: Kusoma- Msamiati, Utabiri, Wakati wa Kusoma, Maswali
• Kiswahili Grade 2 Teacher’s Guide, lesson 43: Kusoma- Msamiati, Utabiri, Wakati wa Kusoma, Maswali
• Kiswahili Grade 3 Teacher’s Guide, lesson 27: Kusoma kwa ufahamu- Kifungu, Ufahamu
 Learning experiences in Language
Use: Introduction
• Language use focuses on grammar. Grammar is about the rules of
language.
• In EYE, language use should be simple and familiar.
• Learners should only be exposed to short grade appropriate sentence
structures during the learning process.
• The focus of language learning at this level should be exposure to
various language forms without making reference to word classes.
• Fluency and accuracy can be achieved by striking a balance between
oral and written tasks that are learner centered.
 Why do we teach grammar?
• Learners get to understand how a specific language
pattern is used, when to use the pattern and the
exception.
• Supports the development of effective
communication as one expresses self.
• Knowledge of grammar enhances knowledge and
understanding of that language hence enhances
comprehension.
 Example learning experiences
on language use
 Oral practice activities may include:
 Orally unscramble words to make correct sentences
 Make oral sentences from substitution table
 Oral examples of grammar pattern/ identify words aligned to pattern in TRA
 Orally correct sentences/ fill in blank spaces
 Read sentence from PE
 Talk about/ sentence construction/ demonstrate as you talk about
 Practice activities the involve writing
may include:
 Unscramble words to make correct sentences
 Correct the sentences (Replace incorrect word/ underlined word)
 Fill in the blank space using correct word/ by choosing correct word
 Matching exercise/ substitution tables
 Writing own sentence using grammar pattern (Individually/ in pairs
 Checklist on explicit
instruction on language use
The teacher should:
1. Mention the language pattern.
2. Ask learners if they have used the language pattern before.
3. Explain the language pattern including the rules and any exceptions.
4. Make a sentence makes using the language pattern in focus.
5. Guide learners to use the language pattern in a sentence or phrase.
6. Refer learners to read sentences that use the pattern.
7. Give learners practice activity in using the language pattern.
 Language use: Trainer Modeling

Trainer’s Activity
English Grade 2 Teacher’s Guide, lesson 29: Language
use
 Language use: Participants
practice
Participant’s Activity
• English Grade 1 Teacher’s Guide, lesson 48: Language use
• English Grade 2 Teacher’s Guide, lesson 27: Language use
• English Grade 3 Teacher’s Guide, lesson 21: Language use
• Kiswahili Grade 1 Teacher’s Guide, lesson 43: Sarufi
• Kiswahili Grade 2 Teacher’s Guide, lesson 43: Sarufi
• Kiswahili Grade 3 Teacher’s Guide, lesson 27: Sarufi
 Learning experiences in Writing
Writing: Introduction

• Writing provides learners with opportunity to develop different skills to

communicate.
• Writing is one of the important skills in literacy development.
• There are different writing activities for learners in grade 1,2 and 3.
• In grade 3 learners are expected to write compositions.
• Teaching the writing process helps learners to refine and build confidence
in their writing abilities.
• It also helps to provide structure and organization of writing, while helping
learners to think about their writing and how they can improve it.
 Steps in the Writing Process
5.
4.
1. 2. 3. Publishing /
Planning Reviewing Editing /
Drafting sharing the
Revising
final draft
 Writing: Trainer Modeling
Trainer’s Activity

Kiswahili Gredi ya 3 Kipindi cha 1: Kuandika

 Writing: Participants practice

Participant’s Activity

Kiswahili Gredi ya 3 Kipindi cha 3: Kuandika

Professional Documents
 Introduction
Professional documents are official documents developed to
make learning efficient and effective as the teacher trainer
implements the Curriculum.
 Development guided by the curriculum designs thereby
enhancing the teacher’s understanding of the designs.
 Lay the foundation for sound administration, planning, evaluation
and monitoring of curriculum delivery.
 Teacher educator should prepare and use the
professional documents in their day-to-day teaching,
 Types of Professional
Documents
Schemes of work
Lesson plan
Record of work
Individualised Education Programme
 Schemes of work
Developed from the curriculum designs
 Plan of how learning shall be organised within the
allocated
time
 Allows the teacher to manage the time appropriately
 All aspects of the learning process are thought through in
advance
 Components of a scheme of
work contd
Specific Learning Outcomes/ matokeo maalum
yanayotarajiwa
 Learning Experiences/shughuli za ujifunzaji
 Key Inquiry Questions/ maswali dadisi
 Learning Resources/nyenzo
 Assessment/tathmini
 Reflection/tafakuri
 Scheme of work template
Institution:
Subject/Learning area:
Term:
Year:
W L S Sub Specific Learning K Learning Assessment Reflection
e E t strand learning experiences I resources
e s r outcome Q
k s a
o n
n d
 Templeti ya azimio la kazi
shule:
somo:
Muhula
Mwaka:
wi ki m Mada Matokeo Shughuli za Ma Nyenzo Tathmini Tafakuri
ki pi a ndogo maalum ujifunzaji swa
nd d yanayota li
i a rajiwa dad
isi
 Lesson Plan
 A lesson plan is a breakdown of the scheme of work into teachable units.
 It shows what needs to be accomplished within the time allocated for the
lesson.
 It enables the teacher trainer to contextualize the lesson activities at a
glance.
 Adopt inquiry-based learning techniques when planning, since they are
trainee centered and key to successful implementation of the Competency
Based Learning.
 Establish the learning outcomes to be achieved during the lesson.
 Activity
Which factors do we consider when developing a lesson plan?
 Factors to Consider when
Developing a Lesson Plan
• Age of the learner
• Nature of the learner
• Level/grade/year of the learner
• Learner’s entry behaviour
• Available learning resources
• What will be learnt
 Brainstorming session
What makes the revised lesson plan different from the older version?
 Components of a Lesson Plan
Introduction
Administrative Lesson development
Step 1
column Step 2
Strand; Listening and Step 3
Speaking, writing, reading (Which core competences, PCIs and values have
 Sub strand; sound recognition, letter
been incorporated in each step e.g. The core
name and sound, blending, new words, competency of digital literacy, health issues and
comprehension. responsibility are developed as the uses digital
 Specific Learning device in learning, interacts with a text addressing
health issues and takes care of digital device after
Outcomes use or during use in a lesson)
 Key Inquiry Question
Extended Activity
 Learning Resources  Conclusion
Organisation of learning  Reflection
(English TG page 10 of
Vipengele vya andao la somo
Jedwali la utawala la.
• Utangulizi
• Utaratibu wa kipindi
 Hatua 1
Mada;  Hatua 2
 (kusikiliza na kuzungumza, kusoma na sarufi)  Hatua 3

Mada ndogo; (onyesha umilisi wa kimsingi, masuala mtambuko na

maadili yanayokuzwa katika kila hatua kupitia
utambuzi wa sauti, ufahamu wa herufi, kusoma shughuli za ujifunzaji. K.m ujuzi wa kidijitali
silabi, kusoma kwa ufahamu, sarufi. unakuzwa mwanafunzi anapotumia vifaa vya kidijitali,
 Matokeo maalumu yanayotarajiwa uraia unazkuzwa mwanafunzi anashirikiana na
wenzake bila kujali misingi ya kijamii, uwajibikaji
Maswali dadisi unakuzwa mwanafunzi anapotumia vifaa vya kidijitali
 Nyenzo kikamilifu na kuvitunza)
Kazi ya ziada.
 mpangilio wa somo
Hitimisho
Tafakuri
• (KISWAHILI. TG PG 4OF 21)
Organisation of learning Extended Activity
• Where will it take These are activities that
place? will be given in the form
• How will learners be of assignment, take
organised? e.g. group away etc. Since some of
work, pair work the learning outcomes
may not be achieved
within the allocated
time, e.g. project work,
creative writing etc.
 Activity
Using the curriculum designs:
1. Develop a scheme of work for one week in your learning
area
2. From the scheme of work develop a lesson plan
3. In groups critique the scheme of work and
lesson plan developed
 Record of Work
Provides evidence of work covered by the
teacher trainer
Components
 Administrative details
 Time frame
 Lesson
 Work done
 Reflection
 Signature
A record of work should have the following:
Administrative Details
Makinika School:
Grade: 2
Subject: English.
Strand: Strand; Listening and Speaking, writing, reading
sub strand; sound recognition, letter name and sound, blending, new words,
comprehension
Name of Teacher: Wisdom Bora
Date Lesson Record of work done Reflection Signature
(Strands) (sub strands)
2/03/2022 Listening and sound recognition, letter name
Speaking, writing, and sound, blending, new
reading words, comprehension

3/03/2022
 Importance of Records of Work
Provides evidence of work covered by the teacher trainer and ensures. accountability
and transparency of work covered by the teacher.
Involves storing and managing records appropriately so that the information will be
available when needed.
Provides continuity of teaching of a particular class since a new teacher is able to
trace where to start teaching a class.
Allows both teacher trainer and the trainee to reassess the teaching-learning
relationship.
Helps identify the trainee who needs more help, guidance and support and helps
them understand what they need to do next to improve their work.
Effectively monitor the progress of teacher, for planning and decision making.
 Activity

In groups prepare a record of work

for 1 week and report during
plenary
 Activity
In Groups of 10-12:
a) Prepare a one week scheme of work for the strand/sub strands
provided.(5 minutes)
b) Prepare a lesson plan based on the scheme of work you have
prepared. (5 minutes)
INDIVIDUALISED EDUCATION
PROGRAMME (IEP)
What is an IEP?
 What is a IEP?

• An Individualized Education Programme (IEP) is a plan whereby

teachers, support personnel, and parents work together as a
team to meet the needs of individual learners who require
individualized support
• The IEP provides a description and action plan for the services
and supports necessary to meet unique learning needs of the
learner.
 Who Needs an IEP?
A learner who may need an IEP can be
identified through the following process
Referral Functional Assessment

Individual planning of programmes and interventions

 Why an IEP?

The IEP is a key intervention strategy which creates an

opportunity for teachers, parents, school administrators,
related services personnel and learners to work together to
improve learning outcomes for learners with special needs.
 Components of an Individualised Education Programme (IEP)

Background information
Background information includes the historical background of the
learner, family and home background, learning environment, birth
history among others.
The learner’s present level of performance,
The current level of performance of the learner is assessed to identify
academic skills in which the learner has strengths and those that
he/she has challenges. Other aspects that may affect learning such as
behaviour, communication and social skills should also be assessed.
This can be done through observation, oral or written questions and
interviews
 Long term and short term outcomes
• Long term outcomes
After collecting information on the learner’s strengths and challenges, a
statement describing what the learner is expected to achieve over a period
of time, for example on term, is made. The long term outcome is then
broken into short term outcomes.
• Short tern learning outcomes
The short term outcomes define in measurable terms the competencies
that should be mastered within shorter duration of time to culminate in
achieving the long term outcome.
 Implementation Strategy
• Initiation and termination dates
The implementation of the IEP should commence after the entry behaviour
assessment has been done. The duration of implementation will depend on
the achievement of the stated outcomes. Reviews should be carried out
continuously and adjustment of the termination date should be made
accordingly.
• Adaptation
These are changes to the curriculum, learning resources and physical
environment that may be required to accommodate learners with special
needs in the learning environment.
Assessment procedure and criteria
• This component describes how progress will be measured and
specifies how well the learner is expected to perform.
• Assessment tools such as checklists, observation schedules, oral and
written questions may be used. Continuous assessment record will be
instrumental in determining the decision to be made about learner’s
progress.
Related specialized services
Related services may include physiotherapy, occupational therapy,
speech and language therapy, guidance and counselling among others.
Other services are sign language interpretation and braille subscription.
 Conclusion
This can be done in two ways: If the learner achieved all the outcomes
specified, the IEP ends. If the learner achieved some of the outcomes, then
the period of the IEP can be extended/reviewed for the learner to acquire
the remaining outcomes.
 IEP TEMPLATE
• Background information
• Personal details of the learner
• Learner’s Name _________________________________
• Date of birth ________________________________

• Parent’s/guardian’s Name _______________________________

• Occupation _____________________________
• Address _____________________________
• Telephone/Mobile number _____________________________
• Date of initiation of IEP _____________________________
• Date of termination of IEP ____________________________
Historical background:
• Medical history:
• Disability history:
• Home environment:
• Learning environment:

Present Level of Performance

• Tools used for assessing the present performance level
• Criteria
 Summary of strengths challenges and initial
recommendations
Learning Present level of performance
area/ Skill Strengths Challenges Initial
recomme
ndation
1. 1.
2. 2.
3.
3.
4.
Long term learning outcome
By the end of the term, the learner should be able to ­
_______________________________________________________

Short term learning outcome

By the end of one week, the learner should be able to;
1. ________________________________________________________
2. ________________________________________________________
Assessment
a) The following tools will be used to assess achievement of
the learning outcomes
• _______________________________________________________
• ________________________________________________________
b) Performance will be expressed in descriptive terms.
Performance levels such as exceeding expectation, meeting
expectation, approaching expectations or below expectation
will be used.
Related services needed
• _________________________________________________
• ______________________________________________
IEP Implementation strategies
• The IEP implementation will commence on -----------------
• The IEP will be reviewed on --------------------------
• The IEP will be terminated on ------------------------

Conclusion and recommendations

• If the learner acquired all the toileting skills, the IEP ends.
• If the learner acquired some of the skills in toileting, then the
period of the IEP can be extended/reviewed for the learner to
acquire the remaining skills.
 Activity
• In groups, identify a unique need in a
learner that may require individualized
attention
• Develop an IEP for the learner and
model its implementation.
THANK YOU.
 COMPETENCY BASED
ASSESSMENT FRAMEWORK

AGE BASED PATHWAY

 Improving Learning,
Instruction & Identifying
Evidence for Assessment and Nurturing
Accountability Learner
Potential

Measuring
OBJECTIVES Learner
Feedback to OF Participation in
Stakeholders CBAF-EYE
CSL &
Acquisition of
Values
Interrelations between various components of
CBC and CBA
STRUCTURE OF EARLY YEARS EDUCATION
ASSESSMENT
STRUCTURE OF MIDDLE SCHOOL
EDUCATION ASSESSMENT
STRUCTURE OF SENIOR SCHOOL
EDUCATION ASSESSMENT
 ACRONYMS IN CBA FRAMEWORK

CA Classroom Assessment
SBA School Based Assessment
KEYA Kenya Early Years Assessment
SYR School Year Report
KPSEA Kenya Primary School Education Assessment
KMYA Kenya Middle Years Assessment
KCBE Kenya Certificate of Basic Education
LEP Learner Exit Profile
PRINCIPLES GUIDING ASSESSMENT
Types of Assessment
 Education stakeholders

Kenya Institute
MoE (Quality Sub-County
Parents/ of Curriculum Curriculum
Learners Headteachers Teachers Assurance and Directors (MoE &
Guardians Development Support Officers
Standards) TSC)
(KICD)
THANK YOU.
What feedback?
(Specific, Measurable,
SMART Attainable/Achievable,
Realistic, Timely)

i.e. positive, optimistic,

Constructive genuine and appreciative.

Meaningful i.e. linked to a specific

observable outcome.
 Tools for Reporting Learner’s
Performance

Kenya School Readiness Assessment

Assessment Tool Sheet

Classroom assessment School Year

tools that have been Report
administered and scored
 COMPETENCY BASED ASSESSMENT

1/16/2023 173
AUTHENTIC ASSESSMENT
Participants to brainstorm the meaning of
AUTHENTIC ASSESSMENT
(Random reporting)
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.
 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.
 Steps for creating an
Authentic Task
Step 1 • Develop the Standard

Step 2 • Develop the Authentic Task

Step 3 • Determine the Criteria

Step 4 • Create a Scoring Guide

 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?
Example of standards - English grade 2
Learning Strand Sub-strand Specific Learning Outcome Standards
Area

English 1.0 Sound By the end of the sub strand The Learner can;
Listening and recognition, the learner should be able to:
speaking, letter name and (a) Recognize different
writing, new sound, (a) Recognise different letters and their names
words, reading blending, new letter sounds and letter
words and correctly.
comprehension names of different (b)Say words given
. letters, correctly
(b)Say different words (c) Construct meaningful
correctly sentences using new
(c) Construct meaningful words
sentences using new (d)Read a given story
words acquired. fluently and answer given
(d)Read fluently and questions correctly.
answer questions
correctly from a story.
Activity: Create standards from a
learning outcome
(Random reporting)
NB
One learning outcome can generate several
standards hence several tasks that can be
used to assess learners.
 Activity:
 identify a LESSON ENGLISH OR
KISWAHILI1,2 OR 3.
 Identify one learning outcome
 Developed one standard from the
learning outcome identified.
(Random reporting)
 Step 2 –Develop the
Authentic Task
 To determine if learners have met the standards, you will design
relevant TASKS (The standard is: the learner can answer
question from a story he has read.
Types of Authentic Assessment tasks.
1) Read a story.
2) Answer questions correctly.
(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
 Constructed-response tasks

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

(a) Read a story and answer the comprehension story
questions correctly.
 Learning Activity
• What is an assessment tool?
• What are some of the assessment tools
used in CBA?

Group Activity:
•Participants brainstorm
on the assessment tools
used in classroom
assessment
INTRODUCTION
CBA Tools are instruments used to:
Collect information on acquisition of competencies
by a learner
Determine the level of acquired competencies
Provide feedback to the learner and other stake
holders
Inform improvements on instruction strategies
Offer relevant and appropriate interventions
 Questionnaires Observation
•CBA schedules
Checklists
requires the Written tests
use of a Portfolio
variety of ASSESSMENT
Rubrics Learner’s
assessment TOOLS profile
tools to
Projects
address the
different Journals Rating scales
learning
Anecdotal Oral or Aural
styles of the
Records questioning
learners.
1. OBSERVATION SCHEDULE
Outlines characteristics and behaviour
that a learner shows during the
performance of a task.

The teacher records observations made

on the behaviour of the learner on the
spot.
 Observation Schedule
School
Learner’s name Date of assessment
Teacher’s name
L. Area: Strand: Sub-Strand:
Competency
Task

Indicators of Competency: Knowledge, skills, attitude, values being assessed

1.
2.
3.
Observations
1.
2.
3.
Learner’s signature Date
Teacher’s signature Date
 Sample observation Schedule
School AKILI SAFI
Learner’s name ABDI OTIENO Date of assessment: 26/11/2022
Teacher’s name Tr. Fiona
L. Area: English Strand: listening and Sub-Strand: sound recognition, letter name and
speaking, writing, sound, new words, comprehension.
readingtening and
speaking, writing, new
words, reading
Core Competency/core values
Task A lone read a story and answer comprehension questions.

Indicators of knowledge, skills, attitude, values being assessed.

1. Completes the assigned work within the specified time
2. Leads/assists others to ensure the group targets are realized
Observations
1. Diligent and focused
2. Shows leadership skills
Teacher’s comment:
A good team player; relates activities well.
2. CHECKLIST
Offers a Yes/No, True/False format in
relation to a learner demonstrating a
specific criteria (similar to a light switch
either on or off).
Contains a list of characteristics of a
learner’s behaviour.
Requires the teacher’s careful
observation of competencies portrayed.
 2.0 CHECKLIST cont’d

Teacher marks/ticks against the competencies

portrayed.
The observed competency can be recorded, as
observed before or at the time of ticking.
The learners can develop their own checklists.
2. Sample Checklist Cont’d
a) Learning Activity/Task
Competence (Knowledge, skills, attitude, values) assessed (tick appropriately)
Read the story Reads the story Correctly Recognises the new Uses punctuation Teacher’s
fluently within the set holds the words used in the marks correctly
time book story comment
No. Name

YES NO YES NO YES NO YES NO YES NO

Got most of the key steps
Kelly √ √ √ √ correctly
1. Rotich √
Mary
2. Ogle
Teacher’s signature Date
 3. RATING SCALE

States the criteria and provides three or four response

selections to describe the quality or frequency of learner’s
work.
Teacher indicates the degree or frequency of occurrence
of competencies displayed by the learner.
 Descriptive words for Rating
scale
Examples of descriptive terms that indicate degree or
frequency of occurrence are;
1 2 3

Always Very satisfactory

Excellent
Satisfactory
Usually Good
Unsatisfactory
Sometimes Fair

Never
Sample Rating Scale Cont’d
b) Competence (knowledge, skills, attitudes,
values) assessed Always Usually Sometimes Never
4 3 2 1

Reads the story fluently

Answers questions from the story correctly

Uses the new words correctly

c) Comments on the learner’s performance

Learner’s signature ____________________________ Date ___________________

Teacher’s Name ___________________ Signature____________ Date ___________

 4.0 QUESTIONNAIRE
Is a list of questions on various aspects of a learner’s
situation or issue.
Respondents to give honest opinions or views.
Questions are either open-ended or closed.
Can be developed and administered by the teacher
before, during or after the learning process.
 Sample Questionnaire
School’s Name Power Primary
Learner’s Name Katu Kaluu
Gender M
Learning area Science and Technology
Grade 4
Strand 4.0 Matter
Sub strand 4.2 Properties of Matter (4.2.1 Floating and Sinking)
Date of the assessment 25 November, 2022
Teacher’s Name Tr. Anjeliana Njeli

Tick ( ? ) whether the following statements about floating and sinking are false
or true .
1. An object that stays on the surface of water is referred to as a
floater
For each o f the following statements, tick ( ? ) appropriately .
2. All small objects floated on water.
3. Some f loaters can be used to make boat s.
4. During the activity , were you given a chance to carry out the
experiment?
5. If your answer in question 5 is NO , what wa s the reason?
6. Teacher’s General Remarks/Comments ( strengths, areas which
require improvement and recommendations)
 5. PROJECT
A Project is a set of Gives an opportunity for
activities learners to apply
implemented within acquired knowledge
a given timeframe and skills to a real life
situation

Should have a Can be assessed using

clearly stated observation schedules,
purpose and set of rating scales, checklists,
objectives journals and portfolios

Projects can be used for learning, problem solving or income generation

 SAMPLE PROJECT

1. Individually learners use books, magazines,

digital devices draw pictures in the story
Learning Activity

In groups, Identify an area in the

curriculum designs then come up with a
project for the learners.
The project should have clear timelines,
purpose.
Develop an assessment guide to assess the
project.
Each group to present the work in a
plenary session.
 6. JOURNAL
Journals entail the learner keeping a record of their
personal feelings, thoughts, experiences and activities
on a daily basis. Records of past events or happenings
in a learners life.

Based on the learner’s

Learner’s
performance/Feelings/t
development
houghts, the teacher
can be tracked
can provide either
through their
support, challenge or
writings
both.
 Sample Assessment Journal
School Fanya Bidii Primary
Learner’s name Becky Raham
Grade 5
Date of entry 25th November, 2022
Description of event Creating Value gradation strip using digital software.
Drawing Still life composition of a cup and a thermos flask then shading using Smudge
technique.
What did I learn How to use a computer to draw value gradations and drawing still life composition of
overlapping objects.
Learner’s feelings Drawing is difficult.
Some of my friends also do not like drawing.
My friend Peter will help me in drawing.
I will also ask my teacher to help me learn more about drawing still life composition.
Feedback from other Some of my friends did not like my drawing.
learners
WHAT KIND OF COMMENTS WOULD YOU WRITE?
Teacher’s comment
Teacher’s Name
 7.0 ORAL and AURAL ASSESSMENT
(Signing & Observing Assessment)

i) Oral/Signed Assessment
Aimed at assessing a learner’s speaking/signing and
listening/observing skills.
Teacher asks questions verbally/signing.
Learner can respond verbally/signing or using other
appropriate modes of communication.
Teacher should give prompts and verbal/signed or non-
verbal cues as they ask oral/signed questions.
 7.0 ORAL and AURAL ASSESSMENT
Cont’d

Aural/Observing Assessment

Aimed at assessing the learners

listening/observing skills.

Usually pre-recorded (with captions) and

played to the learner.
 7.1 Strategies for effective Oral and
Aural
(Observing and Signing) Assessment
Give a learner time to prepare and respond after the
task is stated
Ask a variety of questions:
open-ended questions;
questions that require more than a right or wrong
answer;
questions that promote higher-order thinking.
7.2 Sample Oral Questioning
8.0 LEARNER PROFILE
A summary of the teacher’s opinion on a learner’s
mastery of competencies.
Enables the teacher to
understand the:
i) competencies developed
ii) challenges the learner is
experiencing
The learner’s competencies can be
assessed by peers, teachers,
parents, and community members.
8.0 LEARNER PROFILE cont’d
•The teacher constructs a learner’s profile
using information obtained from:

checklist
observation schedule

portfolio
learner’s journal
involvement in projects
 Sample Learner Profile
Leaner’s Name:
Grade:
Teacher:
Learning area/Subject:
Strand:
Learning outcome:

Students—
Criteria Students—Strengths Students—Weaknesses Preferences/Interests
Excellent knowledge of Challenges in sharing Talented in drawing
Identification names of plants information about plants
of plants plants with peers

Thorough knowledge of None observed Loves expressing self

Categorisation types of plants
of plants using drawings

Very confident in caring Has challenges in Loves gardening and

for plants, observing safety when Prefers hands-on
Appreciation handling thorny plants activities
9.0 ANECDOTAL RECORDS

An account of a Anecdotal Records,

significant event in a provides teachers with a
learner’s day as they collection of narratives
that can be used to
happen or showcase a child’s
immediately after. progress over time..

The event may be Records specific

described using observations of a
Reports, photos, learner's behavior,
drawings etc. skills and attitudes.
ANECDOTAL RECORDS
School:
Learner’s Name:
Grade:
Observation Date: Observation Time:
Description of the incident/event

Description of location/Setting

Teacher Comments:

Teacher’s Name: Signature:

SAMPLE ANECDOTAL RECORDS
School: Shika Adabu Primary
Learner’s Name: Mara Moja Ibitola
Grade: 5
Observation Date: 25th Nov. 2021 Observation Time: 9.30 am
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Tamara was reading a Kiswahili text book in the library. Katana asked for the book
but Tamara refused. Katana grabbed the book and hit Tamara. Tamara hit back and
took the book. Tamara got another book and continued to read.
Description of location/Setting
Kiswahili activities, reading lesson
Teacher Comments:
Katana displayed lack of Respect and Love to his classmate Tamara which is
unlike him – he failed show humility and understanding instead he displayed
intolerance. Kindly talk to him to continue displaying respect and love to others.
Teacher’s Name: Signature:
SAMPLE ANECDOTAL RECORDS
School:…Konza City…Primary………………………………………………….…
Learner’s Name:……Melinda Shah………Grade……3…………………………
Observation Date: ……27/11/2022……. Observation Time: …4.30 p.m.…………

Description of the incident/event

Melinda was in the filed playing football with the classmates. A conflict ensured on whether
the opponent scored from an offside position. Tempers flared. Melinda talked to his friends
and the game continued.
Description of location/Setting
Inter class football competition.

Teacher Comments:
Melinda showed a high level of responsibility and leadership skills. He demonstrate critical
thing and problem solving since he was able to come up with ways of resolving the conflict.

Teacher’s Name. ___A. Mwalimu__________Signature__A. M._____________

11.0 ASSESSMENT RUBRIC
Its an assessment tool used to interpret and assess
learner’s performance in a task. It consists of:

Performance
Criteria Descriptors
Levels
 11.2 Types of Rubrics

There are two types of rubrics.

•1 Analytic Rubric
Breaks down content or tasks being
assessed into parts.
Assesses each part separately.
2 Holistic Rubric
Assesses overall performance on a task as a
single entity.
Scores the overall competencies of the
learner.
 11.4 Sample Holistic Rubric
Criteria Exceeds expectation (4) Meets expectation (3) Approaches expectation Below expectation
(2) (1)
Drawing Still life  Creatively and  Accurately draws  Forms not  Draws outline of
composition (two accurately draws overlapping forms appropriately drawn the object.
cylindrical tins) overlapping forms  The smudges are objects only show  Smudges are
and shading including distinctive consistent and one side. One object random and not
using Smudge features. within the forms, is larger or smaller within the forms.
technique  The blending is creating value. than reality. Grooves are
smooth, seamless,  The smudges are not etched into the
consistent and within consistent and go paper
the forms, creating an beyond the forms.
illusion of 3-D.

Commenting on Comments on own work Comments on own Comments on own work Only comment after
own work articulately, using the work using the with a lot of mix-up in probing and does it
correct language of the correct language of the language of the with a lot of
subject with a lot of the subject with a lot subject and lacks hesitation and lacks
confidence . of confidence . confidence. confidence.
11.6 Using Rubrics Effectively
Share rubrics with learner before giving the task
Have learners evaluate their own work or each other’s
work using the rubrics
Use the rubrics as the basis for feedback
Involve learners in revising and improving the rubrics
Assess learners based on the rubrics
 Learning
Activity

•In groups come up with one of

the tools of assessment.
PORTFOLIO ASSESSMENT
12.0 MEANING OF PORTFOLIO
A portfolio is a purposeful
collection of learner’s work.
Shows effort, progress and mastery
of a specified learning outcomes or
competencies.
It provides evidence of
achievement or mastery over a
period of time.
 Participant Reflection
• What is a portfolio?
• What materials do we use to prepare a portfolio?
• Who develops the portfolio?
• Who keeps the portfolio?
• Should a learner have all the 3 types of portfolios?
• Can a portfolio be used independently when
carrying out assessment?
12.1 Types of Portfolios
Working Showcase Assessment
Portfolio: Portfolio: Portfolio:
A collection of Created by a Used to document a
learner’s work learner to learner’s mastery of skills
in progress or display their or competences in a
completed best work particular learning area.
samples of It contains samples of
work learner’s work that has
been assessed by the
teacher
12.3 STAGES OF DEVELOPING A PORTFOLIO
1. Planning
i. Type
ii. Audience
iii. Storage
iv. Communication
Collection of work samples
Selection of work samples
Reflection
Feedback
 Learning Activity

• In groups, participants to assume project on

simple irrigation system has bee running.
• Create an assessment portfolio and a suitable
tool you will use to assess learners'
performance.
• The assessment will be guided by the rubric
used before making the portfolio.
see the next slide for the project
 12.6 Storage of Portfolios
Learners’
Baskets portfolios can
Files/folders
be organized
Display books and stored in: Electronic
Ring binders storage devices

Cartons Media platforms

Sacks Storage holders
 12.8 Importance of Portfolio Assessment

Enables learners to show quality of work in

collaboration with others

Instructional goals are set at the beginning and

shared with the learner

Provides a clear profile of learners in terms of

abilities and interests
 12.8 Importance of Portfolio Assessment (cont…)

•It allows demonstration of a wide range of

competencies

•It demonstrates leaner’s progress over time.

•It gives learners an opportunity to reflect on their

work.

•It enables learners to demonstrate their creativity.

 THE END

THANK YOU