School directors information session

SCHOOL DIRECTORS INFORMATION SESSION
7/8/2021 1:33 PM School Directors INFORMATION SESSION 1

COMPETENCY-BASED
CURRICULUM
M A I N A W A G I O K O
School Directors Information Session
7/8/2021 1:33:09 PM

School Directors INFORMATIONS SESSION
7/8/2021 1:33 PM
WHO DID YOU SMILE
AT TODAY AND WHY?
WELLNESS
S
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7/8/2021 1:33 PM
PROGRAM
0800-0815 Preamble
08.15-0900 Why CBC
0900-0945 What is CBC
0945-10.00 Reflection
10.00-1030 Health Break
10.30-11.00 How is CBC delivered
11.00-11.45 Summary
11.45-1200 Reflection

7/8/2021 1:33 PM
LEARNING OUTCOMES
5
Explore the needs for CBC
Explore
Unpack what and how of CBC
Unpack
Appreciate the role of school
directors in CBC
Appreciate
EXPECTATIONS

7/8/2021 1:33 PM
QUESTIONS
1. What do we know about CbC ?
2. How might we rethink CbC ?
3. What should we do differently?
4. What will the different approach lead to?
5. Your Own Personal Inquiry Question
INQUIRY QUESTION

School
Directors
INFORMATION
SESSION
7/8/2021
1:33
PM
STANDPOINT
7
7/8/2021 1:33:09 PM

School
Directors
INFORMATION
SESSION
7/8/2021
1:33
PM
OFF THE PRESS!

School
Directors
INFORMATION
SESSION
7/8/2021
1:33
PM
YOUTH TRENDS

School Directors INFORMATION SESSION
J
O
B
S
GROWING
Analytical thinking and innovation
Active learning and learning dialogues
Creativity, Originality and initiative.
Technology Design and programming.
Critical Thinking and Analysis.
Complex Problem Solving.
Leadership and Social Influence.
Emotional Intelligence
Reasoning, Problem Solving and ideation.
System Analysis and Evaluation
DECLINING
Manual dexterity, endurance and precision.
Memory, verbal, auditory and special abilities.
Management of financial and material
resources.
Technology Installation and maintenance.
Reading, Writing, Math and active listening.
Management of personnel
Quality control and safety awareness
Coordination and time management
Visual Auditory and speech abilities.
Technology use monitoring and control

WHY
CORE
SKILLS:
JOB
INTERV
IEWS
7/8/2021 1:33 PM School Directors INFORMATION SESSION

NEW JOBS
Weather Design
Engineer
AI Lawyers
Human Organ
Engineer
Nano Technology
Engineer
Robot Sports
Promoter
3D Cutting Printer
Designer
Autonomous
Transport
Specialist
Memory
Augmentation
Specialist
3D food Printer
Bio-chemist
Augmented
reality Architect
Drone Fleet on-
demand Manager
Robot Behaviour
Designer
Gene
Programmer
Human
Technology
Integration
Specialist
“We are currently preparing learners for jobs that don’t yet exist …using technologies that haven’t been invented…in
order to solve problems we don’t even know are problems yet-RICHARD
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THE FUTURE NOW
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THE FUTURE IS HERE
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TRANSFORMATION
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7/8/2021 1:33 PM
S TA G N AT I O N
W H Y C O R E S K I L L S : T R A N S F O R M AT I O N
2022
1902

WHY CORE SKILLS: TRANSITION RATES
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W H Y CO R E S K I L L S : T R E N D S I N I N TA K E A N D S U RV I VAL R AT E
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WHY CORE SKILLS: COMPLETION RATES
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WHY CORE SKILLS: LEARNING
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THE DIFFERENCE

“Education is what
people do to you.
Learning is what you do
for yourself”
Joi Ito

VALUES
ATTITUDES
SKILLS
KNOWLEDGE
PUTTING IT ALL TOGETHER!

creative
Is globally aware
questioning
communicates well
confident
thirst for knowledge
curious
generates ideas
flexible
perseveres
listens and reflects
critical
shaper
literate
willing to have a go
thinks for themselves
shows initiative
gets on well with others
makes a difference
acts with integrity
self-esteem
‘can do’ attitude
learns from mistakes
independent
With thanks to QCDA
WHY CORE SKILLS: OUR GRADUATE

WHY CORE SKILLS: QUALITY EDUCATION
What's your point of view -POV

WHAT DO WE MEAN
BY DEEP LEARNING?
Professor John Hattie collated a significant
amount of evidence (over 800 meta-analyses) on
the effects of different factors on student
learning, and concluded that:
• the biggest effects on student learning occur
when teachers become learners of their own
teaching, and when students become their own
teachers.

W H Y C O R E S K I L L S :
C AT E G O R I Z E – D E E P
/ S U R FA C E
• Active search for meaning
• Anxiety
• Confidence
• Examine the logic of argument
• Failure to distinguish principles from examples
• Focus on discrete facts without integration
• Higher long-term retention
• Low long-term retention
• Memories for assessment
• Relate concepts to everyday experience
• Relate evidence to conclusion
• Relate innovative ideas to previous knowledge
• Unreflective about purposes and strategies
• Vigorous interaction with content

2. Anxiety
5. Failure to distinguish principles
from examples
6. Focus on discrete facts without
integration
8. Low long-term retention
9. Memories for assessment
13. unreflective about purposes and strategies
1. Active search for meaning
3. Confidence
4. Examine the logic of argument
7. Higher long-term retention
10. Relate concepts to everyday
experience
11. Relate evidence to conclusion
12. Relate innovative ideas to
previous knowledge
14. Vigorous interaction with content
WHY CORE SKILLS: DEEP VS. SURFACE LEARNING

Deep
Actively Construct Knowledge
Give Meaning to Material
Focus on Internal Rewards
Self Motivated
Surface
Are Passive Learners
Fail to tie information
to a larger framework
Focus on external reward
Externally Motivated
WHY CORE SKILLS: DEEP VS. SURFACE LEARNING

Acquiring
Surface Level
Consolidating
Surface Level
Acquiring
Deep Level
Consolidating
Deep Level
Transfer
Learning
WHY CORE SKILLS: SURFACE TO DEEP
LEARNING STRATEGIES

Information Media and
Technology Skills
Learning and
Innovation Skills
Effective
communication Skills
Life and Career Skills
Holistically
developed
with 21st C
Skills
Higher Education
Middle Level Skills Development
Entrepreneurship
Employment
21ST C SKILL CLASSIFICATIONS AND PATHWAYS
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KSC
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Hugs and Kisses
Smiles and Playtime
Love and Nurturing
Eye contact & Attention
Talking and listening time.
Play and fun time
Answers to their questions
Participation & Involvement
Debates and Discussions
Mentoring and Direction
Guidance but no rules
Respect and Independence
Support and Guidance
Approval and Encouragement
Reasons for Rules
Belief & Responsibility
6-9
Years
13-18
Years 10-12 Years
LEARNERS NEEDS
0-5
Years

21st
Century
Learner
Self-
Directed
lifelong
LEARNERS Visionary
LEADERS
Collaborative
COMMUNICATORS
Aware, Adept
INFORMATION
MANAGERS
Adept,
Literate
PERFORMERS
Healthy
HUMANS
Caring
Global
CITIZENS
Flexible,
Critical
THINKERS
21st
Century
Learner
Create
Identities
Maintain
Dossiers
Be
Creators
Promote
Information
Quality
Navigate
Information
Overload
Manage
Media
Violence
Be
innovators
Be
Learners
Be
Activists

What
type
of
teacher
do
we
have?

21st Century Educator are able to adapt
1. the curriculum and requirements to teach to the
curriculum in imaginative ways.
2. Technologies to expose and empower different
age groups to a dynamic teaching experience.
3. Inclusive pedagogy for personalization,
differentiation and individualization
CHARACTERISTICS OF 21ST CENTURY TEACHER
The Adaptor

21st Century teacher is a communicator.
1. Fluent in tools and technologies that enable
communication anywhere, anytime
2. Facilitates, stimulates, controls, moderates
and manages communication.
The Adaptor
The Communicator

21st Century teacher is learner.
1. Lifelong Learning.
2. Stays Current.
3. Reflect from experiences and Knowledge
4. Changes and learns through innovative investors
growth mindset
The Adaptor
The Communicator
The Learner

21st Century teacher is visionary.
1. See potential in, grasp and manipulate the emerging tools
and web technologies.
2. Looks at others ideas and envisage how they world use
these in their class.
3. Creates links across learning areas to reinforce values and
pertinent and contemporary issues. Makes other fields as
leverage to reinforce their own teaching and the learning of
their students.
The Adaptor
The Communicator
The Learner
The Visionary

21st Century teacher is a leader.
1. Leads by example by championing processes and model skills-
Walks the talk.
2. An advocator, early adopter-a Maverick.
3. Sets Clear Goals and objectives crucial to the success of
learning.
The Adaptor
The Communicator
The Learner
The Visionary
The Leader

21st Century teacher is a Model who models
1.The behaviors they expect from their students-
tolerance, acceptance, a wider view that just the
curricular areas, global awareness and reflection.
2.Reflects practice by monitoring and evaluating
their teaching view multiple approaches that look
both inwards and outwards
The Adaptor
The Communicator
The Learner
The Visionary
The Leader
The Model

21st Century teacher is collaborator who is
able
1.Leverage collaborative tools to enhance
and captivate learners
2.Share, contribute, adapt and invent
using collaborative tools.
The Adaptor
The Communicator
The Learner
The Visionary
The Leader
The Model
The Collaborator

21st Century teacher is a risk taker, must
1. Have a vision of what they want to achieve and uses
resources to identify goal and facilitate learning.
2. take risks and sometimes surrender to student knowledge
and use the strengths of the students to
1. Understand and navigate products
2. Peer teaching
The Adaptor
The Communicator
The Learner
The Visionary
The Leader
The Model
The Collaborator
The Risk Taker

Ideal Learning Environment
1. Teacher and Student are all learners.
2. The focus is more on questions, less on answers.
3. Creating and Co-Creating is more important than knowing.
4. Innovation and exploration are part of learning.
5. Learning is connected to real life experiences.

20th Century Learning =Learning Content
21st Century Learning =Learning the tools
and skills to remake the content to
become the producer and creator
-Diana Rhoten

Shifting
Paradigms
INTENTIONAL
Purposeful . Thoughtful . Constructed. Vocative
REFRACTIVE
Altered perception . Disruptive. Optical
imperfection
Bridging
Expertise. Experience. Worldviews

BASIC EDUCATION CURRICULUM
FRAMEWORK

PURPOSE
• Equip all learners with relevant knowledge,
skills, competencies and values.
• Enable learners to develop to their full
capacity,
• Enhance the quality of their lives, able to
make informed decisions and predisposed to
engage in life-long learning.

RATIONALE FOR CURRICULUM REFORMS
Constitution of Kenya, 2010
• Article 53 (1) (b) states, that every child has a right to
free and compulsory basic education
• Article 10, National Values and Principles of
Governance
• Chapters 6, Leadership and Integrity
• Promoting Kiswahili as a national and official language
and English as official languages.
• Encouraging teaching and learning of KSL and Braille.
• Developing and promoting the use of indigenous
languages.
• Emphasis on communication formats and
technologies accessible to persons with disabilities.

The Kenya Vision 2030
• Integrating early childhood into primary education
• Reforming secondary curricula
• modernizing teacher training
• developing programmes for learners with special
needs among others

Task Force Report chaired by Professor Odhiambo, 2012
• major curriculum reform to align it with the Constitution,
2010 and to address the dictates of Vision 2030
• inclusion of community service programmes in the school
curriculum

Draft Sessional Paper on ‘Reforming Education and Training in
Kenya’
• reforming the education sector to provide for the holistic
development of learners
• recommends a competency-based curriculum
• early Identification and nurturing of talents
• introduction of values
• introduction of three learning pathways at Senior Secondary
School level.

Summative evaluation of the 8-4-4 system of education, 2009
• more academic and examination oriented. Teachers hardly use
formative assessment (assessment for learning). Assessment was limited
to summative assessment (assessment of learning).
• graduates at secondary school level also did not acquire adequate
entrepreneurial skills for self-reliance.
• did not provide flexible education pathways for identifying and
nurturing aptitudes, talents and interests of learners early enough in
order to prepare them for the world of work, career progression and
sustainable development.
• skills gaps identified - agricultural, entrepreneurial, vocational and
technical skills, innovation and creativity and ICT .
• recommended a needs assessment survey

KICD Needs Assessment Survey 2016
• a curriculum reform
• a wide curriculum to cater for various talent areas to enable learners
achieve their potential and be better equipped to develop themselves and
the nation.
• a functional holistic curriculum that would produce an individual with
spiritual, moral and social aspects with ability to live amicably with others.
• development and acquisition competencies at every level of learning
• a flexible and comprehensive educational structure and system

East African Community Protocol
Recommendations on:
• National Goals of Education
• Structure for Basic Education
• Key Competences
• Learning areas/subjects
• Learning outcomes for ECD, Primary and Secondary
• Guidelines on assessment

Global Standards
• UNESCO International Bureau of Education - review every 5
years
• Sustainable Development Goal No 4 (ensuring quality
education)
• 21st Learning (Skills and Approaches)
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UNPACKING THE RATIONALE

Comparative Overview of the East African Region
Country Pre-primary Primary Secondary Total
Burundi 3 6 7-8 16-17
Uganda 3 7 6 16
Rwanda 3 6 6 15
Tanzania
mainland
2 7 6 15
Kenya 2 8 4 14
Tanzania Zanzibar 2 6 6 14

Global Comparative of Basic Education
Country
Pre-
primary
Primary
Junior
Secondary
Senior
Secondary
Total years
Canada (2) 6 2 4 14
South Korea (3) 6 3 3 15
Kenya
(2) 8 - 4 14
Ghana - 6 3 3 12
South Africa (1) 6 3 3 13
Singapore (3) 6 2 3 14
England - 6 3 3 12
Malaysia
(2) 6 3 2 13
China (2) 6 3 3 14
Finland
(1) 6 3 3 13

PARADIGM SHIFT
FROM (less)
Content Focus
Rigid and Prescriptive curriculum
with limited flexibility
Focus on summative assessment and
competition (High stakes exams)
Emphasis on Schooling
Teaching
TO (more)
Focus on Competencies
Flexible with Opportunities
for specialisation - pathways
Balance between formative and
summative assessment, and excellence
Emphasis on Education
Learning

LINGO CHANGES
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Old
Syllabus
Subject
Topic
Objectives
Learning
Activities
Skills
Pupils
Teachers
Class
New
Curriculum
Designs
Learning Areas
Strand
Learning
outcomes
Learning
Experiences
Core
Skills/Competencies
Learners
Facilitators/
Nurtures
Grade
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NATIONAL GOALS OF EDUCATION
1. Foster nationalism, patriotism and promote
national unity
2. Promote social, economic, technological
and industrial needs for national
development
3. Promote individual development and self-
fulfillment
4. Promote sound moral and religious values
5. Promote social equity and responsibility
6. Promote respect for and development of
Kenya’s rich and varied cultures
7. Promote international consciousness and
foster positive attitude towards other
nations
8. Promote positive attitude towards good
health and environmental protection

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Values
Love
Responsibility
Respect
Unity
Peace
Patriotism
Social Justice
Integrity
V
A
L
U
E
S
Vision:
Engaged,
Empowered,
and Ethical
Citizen
Mission:
‘Nurturing Every
Learner’s Potential’
P I L L A RS O F BA S I C E D U C AT I O N C U R R I C U LU M F R A ME WO R K

Theoretical
Approaches
The Instructional Design Theory
Vygotsky’s Social-Cultural Theory
Gardner’s Multiple Intelligences Theory
Piaget’s Theory of Cognitive Development
Other Relevant Theories
V
A
L
U
E
S
Vision:
Engaged,
Empowered,
and Ethical
Citizen
Mission:
‘Nurturing Every
A
P
P
R
O
A
C
H
E
S

Principles
Opportunity
Excellence
Diversity
Inclusion
Parental Empowerment and Engagement
Community Service Learning
Differentiated Curriculum and Learning
V
A
L
U
E
S
Vision:
Engaged,
Empowered,
and Ethical
Citizen
Mission:
‘Nurturing Every
A
P
P
R
O
A
C
H
E
S
P
R
I
N
C
I
P
L
E
S

CORE COMPETENCIES FOR BASIC
EDUCATION
1. Communication and Collaboration
2. Critical Thinking and Problem Solving
3. Imagination and Creativity
4. Citizenship
5. Digital Literacy
6. Learning to Learn
7. Self -Efficacy
Next topic

BACK

BACK
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PERTINENT AND CONTEMPORARY ISSUES
No. Broad area Pertinent and Contemporary Issues
1. Health Related Issues HIV and AIDS, alcohol and drug abuse prevention and
lifestyle diseases
2. Life Skills and values Issues Life skills, Values and human sexuality
3. Social Economic Issues Environmental, disaster risk reduction, safety and
security, countering terrorism, violent extremism and
radicalization, poverty eradication, gender and animal
welfare

CURRICULUM SUPPORT PROGRAMMES
• Values based Education (VbE)
• Citizenship
• Community Service Learning (CSL)
• Non-Formal Programmes - clubs and societies, sports and games.
• Guidance services, career guidance, counselling services, peer
education, mentorship, learning to live
• Parental empowerment and engagement.

HOW IS YOUR
DIRECTORSHIP
GOING TO CHANGE?

CURRICULUM FOR LEARNERS WITH SPECIAL NEEDS
Category of learners Pre-primary Lower primary
1.Visual impairment
Mathematical Activities Mathematics Activities
Environmental Activities Environmental Activities
Psychomotor Activities Movement and creative
Activities
Pre braille Activities Braille literacy
1. Hearing impairment
Activities
Kenya Sign language Kenya Sign Language
English Language Activities
3.Physical impairment
Mathematics Activities Mathematics Activities
Activities

LEARNING AREAS FOR EARLY YEARS EDUCATION
PRE-PRIMARY EDUCATION
Learning Area Lessons Per Week
1 Mathematical Activities 5
2
Language Activities/Kenya Sign language/Pre
Braille Activities
5
3 Environmental Activities 5
4 Psychomotor and Creative Activities
8 (5 lessons for Psychomotor and 3 lessons
for Creative activities)
5 Religious Education(CRE,IRE,HRE) and PPI 2 (1 PPI)
Total No of lessons per week 25

LOWER PRIMARY EDUCATION
Learning Area Lessons Per Week
1 Literacy Activities and Indigenous Languages /Braille 5
2 Kiswahili Language Activities/Kenya Sign Language
for learners who are deaf
3
3 English Language Activities 3
4 Mathematics Activities 5
5 Environmental Activities 5
6 Hygiene and Nutrition Activities 2
7 Religious Activities (CRE/IRE/HRE) 3
8 Movement and Creative Activities 8 (5 for Movement 2 for Art &Craft, 1
for music)
9 Pastoral Programme of Instruction 1
Total Lesson Per Week 35

MIDDLE SCHOOL GRADE 4-5-6
# Learning Area Lessons Per Week
1. Kiswahili Language or KSL for learners who are deaf 4
2. English language 4
3. Other Languages 2
4. Science and Technology 4
5. Social Studies (Citizenship, Geography, History) 3
6. Mathematics 5
7. Home Science 3
8. Agriculture 3
9. Religious Education (CRE/IRE/ HRE) 3
10. Creative Arts (Art, Craft, Music) 3
11. Physical and Health Education 5
12. Pastoral Programmes and Instructions 1
TOTAL 40

CBC ROLL OUT PLAN
Grade 2018 2019 2020 2021 2022 2023 2024 2025 2026 2027 2028
PP1-
G1&2
G3 Std.3
G4 Std.4
G5 Std.5
G6 Std.6
G7 Std.7
G8 Std 8
G9 F.1
G10 F.2
G11 F.3
G12 F.4
Key:
National Pilot
CBC rollout
8-4-4

HOW ARE YOU GOING TO CHANGE

COMPETENCY
• the ability to do something successfully or efficiently:
• "courses to improve the competence of students"
• "the players displayed varying degrees of
competence"
Synonym's capability · ability · competency · capacity
· proficiency accomplishment · adeptness ·
adroitness · knowledge · expertise · expertness · skill
· skillfulness · prowess · mastery · resources ·
faculties · facilities · talent · bent · aptitude · artistry ·
virtuosity · savvy · know-how

HOW DO YOU ENHANCE
YOUR BEST
COMPETENCY?
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COMPETENCY BASED CURRICULUM
Asks learners to think and to produce learning work
through authentic to the discipline and/or real
world.
Standards-based,
Mastery-based,
Performance-based,
Proficiency-based.
Outcome-based

C O M P E T E N C I E S
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Knowledge & Skills
Care
Harmony
Integrity
Respect
Responsibility
Resilience
Beliefs
Attitudes
Actions
CHARACTER

GLOBAL WALKTHROUGH-WHATS COMMON
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Functional
Skills
Communication
Skills
Critical and
Creative Thinking
Quantitative skills
Digital Fluency and
Information
Literacy
Personal
and social
Skills
Personal
Effectiveness
Ethics and Social
Responsibility
Teamwork and
collaboration
Content
Knowledge
Business
Essentials
Science, society
and Culture
Investigate the world
Weigh perspectives
Communicate ideas
Take action

GLOBAL WALKTHROUGH-
WHATS COMMON
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Cognitive
Domain
Intrapersonal
Domain
Interpersonal
Domain
Lifelong
learning
Problem
solving
Self-
management
Teamwork

1) Learning to do (solve daily
problems);
2) Learning to know (keep
learning);
3) Learning to be (ethically
responsible)
4) Learning to live together
(the ability to respect and
work with others)
Functioning in socially
heterogeneous groups
Acting autonomously
Using tools
interactively
Thinking (a “cross-
cutting” competency)
GLOBAL WALKTHROUGH-WHATS COMMON
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E M E RG I N G T H E M E S
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COMMONALITIES?

L A N G UAG E S
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Competency
Type of uses, proficiency
level
Knowledge
examples
(facts, concepts,
rules)
Skills Examples
(Procedural, Strategic,
problem solving,
communication,
organization)
Attitudinal
(Metacognition,
willingness to train,
ethics)
Competency defined in
terms of proficiency
levels in using language
in different skills novice,
intermediated, superior
Grammar
vocabulary
Reading, listening
writing,
comprehension and
speaking
Motivation to take
foreign languages,
willingness to use
language and make
mistakes in real
world setting

M AT H E M AT I C S
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Competency
Type of uses, proficiency level
Knowledge
examples
(facts, concepts,
rules)
Skills Examples
(Procedural,
Strategic, problem
solving,
communication,
organization)
Attitudinal
(Metacognition,
ethics)
Competencies designed in terms of using
mathematics to solve problems
-Reproduction competency uses practiced
mathematics facts and routine procedures
-Connection's competencies uses situations that are
not routine but still involve quasi familiar settings.
- Reflection competencies uses not routine
procedures (complex problem solving reflection an
insight, original mathematical approaches, multiple
complex methods)
Numbers,
measurements,
geometry,
algebra, statistics
probability etc.
Procedural skills,
Strategies to solve
problems (including
messy real-world
problems),
communicating
solutions
Meta cognition to
learn mathematics,
ability to
understand the
need for math’s in
21st century world.

S C I E N C E
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Competency
Type of uses, proficiency level
Knowledge
examples
(facts, concepts,
rules)
Skills Examples
(Procedural,
Strategic,
problem solving,
communication,
organization)
Attitudinal
(Metacognition,
willingness to
train, ethics)
Competencies defined in terms of using science
to
-identify scientific issues
-Explain phenomenon scientifically
-use scientific evidence
(competency scales are defined by such
characteristics as complexities of problem
context, familiarity of scientific ideas, level or
scientific reasoning
Physical systems, living
Systems. Earth and
space systems,
Systems, a big ideas,
energy, diversity of
living things, cycles,
within physical things,
etc.
Using science
equipment,
inquiry process,
strategic problem
solving,
communicating
Interest in science,
Support
for inquiry
methods,
responsibility
towards resources
and environment

C A R E E R A N D T E C H N I C A L
E D U C AT I O N
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Competency
Type of uses,
proficiency level
Knowledge examples
(facts, concepts, rules)
Skills Examples
(Procedural, Strategic, problem
solving, communication,
organization)
Attitudinal
(Metacognition,
ethics)
All Career clusters
Academic Foundation,
information technology
applications, systems,
safety, health and
environmental issues
Communication, problem
solving and critical thinking,
technical skills
Leadership and team
work, ethics and legal
responsibility,
employability and
career development

ASSESSMENT
Do you
know it?
Can you
use it?
Classify
Compare
Analyze
Evaluate
Recall
Identify
List
Match
Student
Literacy
Performance
Assessment
Traditional
Training
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CYCLE OF LEARNING
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1. Stating
task, audience
and purpose
Accessing and
Acquiring
information
Processing
information
Producing
product
Disseminating
product
Self-
Assessment
Self-
Evaluation
Self
Regulation

PRINCIPLE OF PERFORMANCE ASSESSMENT
Performance assessment targets skills and
knowledge that matter.
Performance assessment is assessment for and as
learning.
Performance assessment links curriculum,
instruction and assessment.
Performance assessment is learning by doing.
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Instruction
Curriculum
Assessment

..culture starts with a growth mindset in which
failures and mistakes are seen as part of the
learning process, leading to more instruction, time
to practice, and re-assessment.
There is an emphasis on transparency, enabling
students to be partners in their education.
Students learn how to learn and understanding the
processes behind the application of academic skills
is as important as academic standards.
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THE COMPETENCY-BASED CLASSROOM

A S S E S S M E N T
Competency education is about the cycle of learning
in which students are introduced to new concepts and
skills, practice them, receive feedback as needed, and
then demonstrate that they have mastered it to the
degree that the school has established. The focus is on
learning - assessments are formative or summative,
based on where students are in their cycle. It may be
useful to think of the process as adaptive instruction,
in which assessment is inextricably linked with
instruction. There are a wide variety of ways to assess
students learning, from observation to capstone
projects.
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Instruction
Curriculum
Assessment
THE COMPETENCY-BASED CLASSROOM

In a personalized, proficiency-based classroom is to facilitate
adaptive instruction (delivery of instruction, learning tasks,
and assessment) and to ensure progress and pacing along
learning trajectories.
With the transparency of a competency-based classroom,
the dynamics between students and teachers change.
Over time, professional development becomes embedded in
the process of helping students learn.
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THE ROLE OF THE TEACHER

The personalized, proficiency-based classroom is
driven by helping students reach their learning targets.
Teachers use a variety of tools such as the code of
collaboration (or conduct) and capacity matrix, to help
manage the personalized classroom in which students
may be learning at different rates or working on
different learning targets.
Teachers focus their efforts to help students make
progress and keep pace.
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MANAGING

CRITERION BASED ASSESSMENT
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COMP E T E NCY BA S E D
A S S ES S ME NT
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Competency Based curriculum is a preparation
that is designed to allow a learner to demonstrate
their ability to do something.
This may be to do an experiment, create a
product, write a play, or solve a problem.

COMPETENCY BASED
CURRICULUM
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The key thing about CBC is that you either can or can
not (yet) do the thing that you are learning about.
Learners are not expected to perform tasks better than
others, or in competition to others. For example, there
are no “extra points” for extra effort or performance.

COMP E T E NCY BA S E D
C U R R I C ULUM
Learners simply have to demonstrate they can do a
task, activity or exercise well enough to be assessed
as “competent”.
In other words, they must be successful at the task
they are given to complete that unit of work.
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7/8/2021 1:33:10 PM

QUESTION
• Is it fair to make a "judgement" of a
persons ability to do something without
"assessing" their ability, performance or
attempt?"
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ANSWER: NO!
• We need to make an OBJECTIVE decision
based on our observations of the persons
efforts to demonstrate competency.....
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RUBRICS
•One way to do this is to create a RUBRIC
•that has a set of criteria that the person (learner) can use to prepare for their performance
•AND allows the observer to
make that judgement of ability, skills or knowledge based on OBSERVED evidence.
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O N E O F T H E EA S I ES T M E T H O D S I S A S I M P L E PA S S / FA I L
R U B R I C A N D C R I T E R I A
PASS/FAIL Marking Rubric for “Catching the Ball”
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Can Mike Catch the Ball No Yes

MORE QUESTIONS
•But what if we only
observed them attempt the
task once?
•is it fair to have ONE
OBSERVATION to assess their
ability?
•What is the alternative?
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7/8/2021 1:33:10 PM

ANSWER: NO!
We need to allow them several attempts to complete the
activity and to make sure they can repeat their
performance several times.
For example, they may have "fluked" a good performance
the first time and never be able to replicate it again.....
OR,
they may have been nervous and not able to complete
the task the first time or to the standard they usually
achieve...
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SOLUTION…?
The best method is a multi component
marking rubric.
Designed to isolate the components of a
process or procedure and allow for deeper
analysis of the observed action...
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COMPETENCY BASED CURRICULUM ASSESSMENT
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C O N S T RU C T E D
R E S P O N S E
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Provides
context
for
prompt
Provides
some
type of
stimuli
Ask
students
to use
stimuli in
there
responses

STAND ALONE
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CURRICULUM EMBEDED
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PROJECT
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CO M PA R I N G T Y P ES O F P E R FO R MA N C E A S S ES S ME N T
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Constructed
Response
Stand Alone Curriculum
Embedded
Complex Project
Number of
Performance outcomes One of two Multiple Multiple Multiple
Level of Instructional
support during
admissions
Varies None Integrated Integrated
Allows student
choices/Decision
making
Limited
Limited Multiple
opportunities
Multiple
opportunities
Allows Range of
Answers or methods
Limited Limited
Multiple Multiple
Duration less than one class
period
one to two class
period
one to multiple
weeks
A month to a whole
term

D E P T H O F K N OW L E D G E
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TASK
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A N D R AG O G I C A L
S U P P O RT
Teacher Guide
Seminars
Online Support
Continuous Professional Learning Sessions
Professional Learning Networks
7/8/2021 1:33 PM

School Directors INFORMATIONS SESSION 7/8/2021 1:33 PM
INQUIRY ELEMENTS
Explain Connect Explore Question
Investigate Communicate Evaluate

INQUIRY AND 21ST CENTURY SKILL
Explore
Question
Investigate
Explain
Connect
Communicate
Evaluate
Information Literacy
Technology Literacy
Critical Thinking and Reasoning
Collaboration
Self Direction

IN CLASS
Traditional CLASS Inquiry Based Learning CLASS
Students copied information from a
given table.
Students answered a problem question
and gathered information to answer the
problem.
Students read the information they
copied.
Students reported their findings to a
mixed group.
Students worked alone. Students worked in teams.
Students sketched a picture based on a
reference.
Students made a presentation using
different media.

ADVICE

I N C L A S S
Inquiry Based Lesson 21st CENTURY SKILLS
Students answered a problem question and
gathered information to answer the
problem.
CRITICAL THINKING AND PROBLEM- SOLVING
Students reported their findings to a mixed
group.
COMMUNICATION
Students worked in teams. COLLABORATION
Students made a presentation using
different media.
CREATIVITY

MORE ADVICE

INSTRUCTION
21st CENTURY SKILLS INSTRUCTION
CRITICAL THINKING AND PROBLEM-SOLVING
Teacher poses a problem and asks students to solve it or
research for answers.
COMMUNICATION
Teacher raises an issue or topic and students express their
ideas with varied media.
COLLABORATION Teacher provides a task and students work in teams.
CREATIVITY
Teacher presents a challenge and students design a solution
or an innovation.

REFLECTIVE ADVICE

FORWARD LOOKING ADVICE

The four most sought-after
traits by employers are
communication skills,
problem solving skills,
ability to work on a team,
and initiative.
Less than half (46%) of working-age
adults with learning disabilities were
employed, compared to 71% of adults
without learning disabilities. Adults with
learning disabilities were twice as likely
to have dropped out of the labor force
completely as compared to their peers
without learning disabilities.

College
faculty
believe that
students lack
key skills and
dispositions,
such as
critical
thinking,
problem
solving, and
intellectual
openness.
Skills like critical thinking and
positive problem solving have been
related to more positive life
satisfaction. learning disabilities.

Students with disabilities
are less likely to attend,
persist in, and complete
postsecondary education.
And if they enter the
labour force, they make
500 Kshs less per hour than
their peers.
Individuals with
disabilities who
demonstrate a
greater capacity
for self-
determination are
more likely to
persist in college
and do better in
the labour force.

When we say creative we don’t necessarily mean making a piece of art or
literature or a radio programme, we mean finding a new and improved
way to do things. Kevin Ashton, British author and
entrepreneur.
Creativity for core skills
WHAT IS CREATIVITY AND IMAGINATION

British council definition of
creativity
Creativity is economic and
social entrepreneurialism,
imagining and pursuing novel
ideas, judging value, developing
innovation and curiosity.
Some attributes of
creativity:(VOIP)
• Valuable
• Original
• Imaginative
• Purposeful

What is Creativity and Imagination

What is going on in
this picture?
Do you notice
anything
original,
imaginative,
purposeful or
valuable?

8th June 2020
listening and speaking
Name words that begins with the same letter as your last name.
Maina = Magnificent Gioko = Giant
Write one word on a paper. Look around the room and combine from your word
with someone else’s and create a new compound word.
Magnificent + Giant = Magnificent Giant
Build as many new words as possible
Take a selfie of the compound words.
When you reach five compound words shout BINGO
When two words are used together to yield a new meaning, a compound is
formed. Compound words can be written in three ways: as
open compounds (spelled as two words, e.g., ice cream),
closed compounds (joined to form a single word, e.g., doorknob), or
hyphenated compounds (two words joined by a hyphen, e.g., long-term).
Language structure

21ST CENTURY SKILLS

REFLECTION

7
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8
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2
0
2
1
1
:
3
3
P
M
School
Directors
INFORMATION
SESSION

PRESENTERS CONTACTS
7/8/2021 1:33 PM
http://www.agakhanacademies.org/mombasa
mainawagioko@
+254722721656
Mainawagioko
dr.mainawagioko
mainawagioko.blogspot.com
Mainawagioko
Gathijanga Maina WaGioko
https://innovativelearningfacilitator.wordpress.com
dr.mainawagioko
Maina WaGĩokõ Ph. D.
Head Professional Development Center
Aga Khan Academy, Mombasa
Director LUA
Global Coordinator Knowledge Exchange (KIX)
Global Facilitator
Examiner and School Evaluator
GAP International Board Member

A R E Y O U A M E M B E R O F M I C R O S O F T E D U C AT O R S C O M M U N I T Y ?
T-MWE68AF21
7/8/2021 1:33 PM
https://education.microsoft.com/en-us

School directors information session

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