Assessment Validity in Junior Secondary Schools in Kenya: A Case of Sabatia Subcounty

Abstract

The Competency Based Curriculum in Kenya has presented emerging issues more importantly raising concerns of validity in assessments conducted in the Junior Secondary Schools. Challenges faced like the lack of teachers capacity in the application of teaching and assessment methods. These are essential to make learners learn effectively thus, improving the academic achievement. This is the true measure of validity. Thus, the study examined assessment validity challenges in Junior Secondary Schools within the CBC framework in Sabatia Sub-County. The study employed a mixed-methods design using structured questionnaires administered to 329 participants comprising secondary school teachers, curriculum support officers, and education officers. Stratified Random Sampling was employed for junior secondary school teachers to ensure representation from different geographical areas within Sabatia Sub-County. Data analysis utilized SPSS for descriptive statistics and Chi-square tests. The study found that regarding assessment modalities and teaching approaches, most teachers reported assessment questions are relevant to classroom instruction, though curriculum support officers indicated inconsistent use of cognitive frameworks like Bloom's Taxonomy. The study found that while teachers are aware of assessment validity principles, several systemic challenges hinder proper implementation. Teachers and curriculum support officers noted assessment biases, a lack of standardized tools, and limited application of cognitive frameworks. Implementation is further constrained by inconsistent curriculum alignment, reliance on commercial assessments, inadequate resources, and an inexperienced teaching force managing multiple subjects. The study recommends immediate, comprehensive teacher training focused on CBC assessment literacy and competency-based evaluation. Educational institutions should create and distribute standardized assessment tools and strengthen internal capacity to reduce dependence on commercial tests. Resource allocation needs to prioritize essential infrastructure such as printing facilities, technology integration, and assessment materials. In addition, policy frameworks should embed assessment-validity training in teacher preparation programs and establish quality-assurance mechanisms to monitor validity before the critical 2025 Grade 9 assessments.