🇰🇪 Kenya K12 · CBC Assessment
Kenya CBC Assessment — Competency-Based Curriculum Gradebook
CBC assessment is built on portfolios, observations, and projects — not mark sheets. OpenEduCat manages the full CBC evidence cycle: formative observation recording, digital portfolio collection, summative task scoring, and KICD-aligned Learner Progress Report generation every term.
CBC Assessment Types Supported
All assessment modes in the Kenya CBC framework — managed in one system
| Assessment Type | Method | When Used | Output | Nature |
|---|---|---|---|---|
| Observation | Teacher observation during tasks and activities | Ongoing, all terms | Performance level evidence per strand | Formative |
| Portfolio | Collected samples of learner work (drawings, writing, projects) | Ongoing, all terms | Evidence record per learning area | Formative |
| Oral Assessment | Oral questioning, presentations, storytelling | Scheduled per learning area | Competency observation notes | Formative |
| Written/Practical Tasks | Worksheets, experiments, practical activities | Per unit / per strand | Task score, converted to performance level | Formative |
| Summative Assessment (SA) | Structured end-of-term or end-of-year assessment tasks | End of Grade 3 and Grade 6 | Weighted aggregate for KPSEA placement | Summative |
| P5-style Projects (Junior Secondary) | Integrated cross-curricular projects | Each term | Descriptive assessment per competency dimension | Formative/Project |
Performance Level Descriptors
KICD official descriptors — used verbatim in OpenEduCat Learner Progress Reports
EE
Exceeding
Exceeding
Exceeding Expectation
Demonstrates knowledge, skills and values beyond the expected level; applies independently to unfamiliar contexts; may mentor peers.
ME
Meeting
Meeting
Meeting Expectation
Has acquired the learning area competencies at the expected level; applies skills with minimal prompting in familiar and some unfamiliar contexts.
AE
Approaching
Approaching
Approaching Expectation
Working toward the competency level; demonstrates partial mastery; benefits from teacher scaffolding and additional learning opportunities.
BE
Below
Below
Below Expectation
Has not yet demonstrated the baseline competency; requires targeted intervention, modified tasks, and regular monitoring.
Learner Progress Report Structure
Six sections — all generated automatically from gradebook and attendance data
1
Learning Area Performance
EE/ME/AE/BE per strand for each learning area with teacher narrative comment
2
Co-Curricular Activities
Sports, clubs, arts, community service participation — rated Active/Moderate/Limited
3
Social Skills
5 CBC social skill dimensions: Communication, Collaboration, Creativity, Self-Efficacy, Digital Literacy
4
Attendance Record
Days present, absent, and late per term — drawn from attendance module automatically
5
Class Teacher Remarks
Narrative recommendation and next-steps note from the class teacher
6
Parent Acknowledgement
Signature line and space for parent/guardian feedback note
Frequently Asked Questions
In Kenya's CBC, formative assessment is the primary learning feedback tool — it uses observations, portfolios, peer assessments, and projects to gather evidence of competency development. It informs teaching and does not average into a numerical grade. Summative assessment (SA) is used at key transition points (end of Grades 3 and 6) to confirm level of attainment. The Learner Progress Report presents strand-level performance levels (EE/ME/AE/BE) derived from the holistic evidence, not a simple formative-plus-summative average.
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