Asian Journal of Education and Social Studies

This study compared the implementation of Competency Based Assessments (CBA) in public and private primary schools in Western Kenya. It was conducted in Trans-Nzoia, Bungoma and Busia Counties in Kenya, employing Stafflebeam’s CIPP evaluation model. Mixed method design was used, targeting head-teachers and Grade 6 science and technology teachers from 2,421 primary schools across the three Counties. Cluster sampling was used to select the counties and stratified sampling grouped schools into two strata. Simple random sampling identified participating schools and head-teachers along with their 246 respective teachers. Data collection involved questionnaires, interview guides, and document analysis. Descriptive statistics revealed a markedly high mean (M = 56.5494, SD = 5.7473) for implementation of CBA tools and formative assessments in private schools as compared to public (M = 38.3794, SD = 5.7473). An independent t-test confirmed the difference was statistically significant (t₍₂₄₄₎₌ -24.68, p < .05), implying that teachers in private primary schools demonstrate substantially greater adoption and integration of CBA tools and formative assessments than those in public. The study recommended the government to bridge the student-teacher ratio gap to have CBC manageable classrooms. The ministry of education should also establish a robust CBC monitoring and evaluation system to ensure teachers use assessment tools and types as recommended. The study also recommended merging of assessment tools that serve similar purposes and often collect overlapping information to reduce duplication. This study contributes to a deeper understanding of implementation of CBA in the two school categories, which can inform efforts to narrow CBA implementation discrepancy.