Introduction
Kenya’s Competency-Based Curriculum (CBC) has transformed not just what learners study but how their learning is measured. Unlike the old 8-4-4 system that relied on one-off exams, CBC emphasizes continuous cohort assessments – ongoing evaluations of a group of learners (a cohort) as they progress through each grade. These assessments are pivotal in preparing students for new national evaluations like the Kenya Primary School Education Assessment (KPSEA) at Grade 6 and the Kenya Junior School Education Assessment (KJSEA) at Grade 9. For teachers, parents, and school administrators, understanding the essence of these cohort assessments is key to tracking learner progress, ensuring readiness for national exams, and managing smooth transitions through CBC levels. Recent policy shifts and education analyses underscore that CBC aims to move away from an “exam-passing” culture toward a more holistic, competency-driven approach. In this article, we delve into how cohort assessments work under CBC, why they matter, and how digital tools like Kurasa are empowering schools to implement them effectively.
Introduction Kenya’s Competency-Based Curriculum (CBC) has transformed not just what learners study but how their learning is measured. Unlike the old 8-4-4 system that relied on one-off exams, CBC emphasizes continuous cohort assessments—ongoing evaluations of a group of learners (a cohort) as they progress through each grade. These assessments are pivotal in preparing students for new national evaluations like the Kenya Primary School Education Assessment (KPSEA) at Grade 6 and the Kenya Junior School Education Assessment (KJSEA) at Grade 9. For teachers, parents, and school administrators, understanding the essence of these cohort assessments is key to tracking learner progress, ensuring readiness for national exams, and managing smooth transitions through CBC levels. Recent policy shifts and educational analyses underscore that CBC aims to move away from an “exam-passing” culture toward a more holistic, competency-driven approach. In this article, we delve into how cohort assessments work under CBC, why they matter, and how digital tools like Kurasa are empowering schools to implement them effectively.
Cohort Assessments Under CBC: A Continuous Learning Journey
Under CBC, assessment is no longer a one-time event but a continuous process woven into daily learning. Competency-Based Assessment (CBA) – the CBC’s assessment model – focuses on regular, learner-centered evaluations that inform teaching practices. This means teachers frequently gauge understanding through quizzes, projects, observations, and other formative tools, rather than waiting for end-of-year exams. These formative assessments are conducted during the learning process, providing real-time feedback to both students and teachers. The primary goal is to enhance learning by identifying areas of struggle early and adjusting instruction accordingly. In practice, a teacher might observe students during a science experiment or assign a short quiz after a math lesson, then use those results to reinforce concepts or offer remedial help. By assessing the whole cohort of learners continuously, educators build a nuanced picture of each student’s progress and competencies over time.
Such cohort assessments are integral to CBC’s philosophy of developing skills and critical thinking rather than encouraging rote memorization. They are typically school-based and low-stakes, creating a supportive environment where mistakes are seen as learning opportunities. For example, a Grade 7 class might have regular projects and practical tasks that count towards their School-Based Assessment (SBA) scores. These ongoing assessments ensure that every learner in the cohort is monitored and no one falls through the cracks academically. The emphasis shifts from merely scoring high on a final exam to achieving mastery of competencies throughout the year. Education experts note that this continuous assessment approach contrasts sharply with the old high-stakes testing; it is designed to make education more inclusive, equitable, and meaningful for each child.
Tracking Learner Progress and Readiness Through Continuous Assessment
One of the biggest advantages of cohort assessments in CBC is the ability to track learner progress over time. Teachers maintain records of each assessment – from daily quizzes to term projects – building a longitudinal profile of skills and knowledge for the whole class. In the past, much of this record-keeping was done on paper, which was burdensome and time-consuming for teachers. With CBC’s implementation, teachers are expected to regularly assess and document outcomes to tailor instruction to learner needs. This has introduced new challenges: managing piles of assessment sheets and compiling scores for dozens of students can overwhelm teachers and eat into teaching time. School administrators also struggle to get a clear overview when records are scattered in files and notebooks.
Cohort assessments address these challenges by structuring the process – often with the help of digital tools – so that progress tracking becomes more efficient and insightful. The idea is that each assessment provides data on a learner’s strengths and weaknesses, and patterns emerge when looking at a series of assessments. For instance, if a student’s performance in literacy steadily improves between Grade 4 and Grade 5 but plateaus in Grade 6, the cohort assessment records will highlight this trend, prompting targeted intervention before national exams. By the time students reach a summative assessment, teachers have a wealth of evidence on each learner’s journey.
From a readiness standpoint, continuous assessments ensure learners are not caught off guard by national exams. They simulate aspects of the final evaluations in low-pressure settings, giving students practice and confidence. A Grade 5 class might do a mini-exam in each subject at term’s end; while not high-stakes, it familiarizes them with structured testing and reveals areas that need work well ahead of the KPSEA in Grade 6. In essence, every quiz, assignment, or project is a building block preparing the cohort for the format and rigor of national assessments. Teachers can identify, for example, that a cohort is struggling with scientific inquiry skills or fractions, and then reteach or offer remedial exercises long before those topics appear in a national test. This ongoing feedback loop boosts readiness and reduces exam anxiety, as students feel more prepared through practice and iterative learning.
Crucially, the information from cohort assessments is also used to inform parents and guide learners. Rather than waiting for a single report card or exam result, parents receive periodic updates on how their child is performing relative to competencies. According to CBC policy, schools are encouraged to share these insights so that parents can support learning at home. In fact, the government’s stance is that the new assessments should “provide feedback to education sector players on areas…that require intervention”. Cohort assessment results highlight such areas – whether a general gap in the cohort’s understanding of a topic or an individual needing extra help – allowing timely interventions by teachers, parents, and even education officials. This proactive tracking ensures that by the time the cohort approaches a national exam, both teachers and students are confident about their preparedness.
Preparing for National Evaluations: KPSEA and KJSEA
Under CBC, Kenya introduced two major national assessments to replace the old exams: KPSEA at Grade 6 (replacing the KCPE primary exam) and KJSEA at Grade 9 (a new exam at the end of junior secondary). These evaluations mark critical transition points – from primary to junior secondary, and junior to senior secondary – and cohort assessments play a crucial role in gearing up for them.
KPSEA (Kenya Primary School Education Assessment) is taken by learners in Grade 6 as they finish the primary level. First administered in 2022–2023, KPSEA officially replaced the KCPE as the primary exit exam. However, a significant policy change was made: KPSEA results would not be used to place learners into junior secondary schools, unlike KCPE which determined high school placement. Instead, KPSEA was repositioned as an assessment to monitor learning progress under CBC. In late 2022, President William Ruto directed that Grade 6 exams should “not be used to determine placement” in Grade 7, but rather to scrutinize how well the curriculum is delivering and identify areas needing support. In practical terms, this means every Grade 6 learner transitioned to junior secondary (Grade 7) regardless of their KPSEA score – a 100% transition policy – and the exam’s outcome was used for feedback and improvement purposes. KNEC (Kenya National Examinations Council) prepared individual learner reports, school-specific reports highlighting learning gaps, and national reports to guide curriculum enhancements. For example, if the national KPSEA report showed many students struggled in a particular competency (say, data analysis in mathematics), curriculum developers and teachers could respond with adjustments and focused teaching in junior secondary. Thus, cohort assessments in primary school – including KPSEA – serve as a yardstick for curriculum effectiveness rather than a filter for student advancement.
When learners reach Grade 9, they face the KJSEA (Kenya Junior School Education Assessment), which is the first national exam of the junior secondary level (often called the Grade 9 exam). The pioneer CBC cohort will sit for the inaugural KJSEA in late 2025. KJSEA is a high-stakes assessment because its results, combined with earlier assessments, will determine placement into senior secondary (Grade 10) in the new 3-year senior school structure. Importantly, KJSEA is not an isolated score; it accounts for 60% of a learner’s final placement score, while the remaining 40% comes from the learner’s prior assessments. Specifically, the Ministry of Education and KNEC have outlined a holistic scoring formula for placement into Grade 10:
- 20% from the Grade 6 KPSEA results – the summative assessment from primary school.
- 20% from School-Based Assessments (SBA) in Grades 7 and 8 – a compilation of project, practical, and theory assessment scores earned during junior secondary.
- 60% from the Grade 9 KJSEA exam – the national exam at the end of junior secondary.
Using this combined score (20% + 20% + 60%), each learner will be placed into senior secondary along one of the new CBC pathways, rather than purely by ranked exam marks as was done under KCPE/KCSE. This approach represents a major shift in Kenya’s education system: it recognizes that a child’s abilities cannot be summed up by a single exam day. Instead, the entire cohort’s three-year journey in junior secondary is taken into account, along with their primary exit exam performance. Cohort assessments, therefore, directly feed into this process – the SBA scores from Grades 7 and 8 that contribute 20% are essentially the aggregated results of continuous cohort assessments done in those grades. Teachers conduct SBAs each year (typically in Term II for projects/practicals and Term III for written tests), ensuring that by the end of Grade 8, every student has a portfolio of assessment scores reflecting their learning. These are uploaded to KNEC’s portal and eventually count toward that placement score.
Why is this important for readiness? It means that from an early stage, students understand that consistent performance matters. A strong culture of cohort assessment encourages learners to take each project and test seriously, knowing it contributes to their future opportunities. By the time they sit KJSEA, they are not just suddenly facing an all-or-nothing exam; instead, they carry with them the momentum of years of practice and prior achievement. It also means teachers in Grade 9 can pinpoint which competencies need reinforcement before KJSEA by reviewing the SBA results from Grade 7 and 8. If, for instance, a particular cohort performed poorly in Grade 8 science SBAs, teachers can dedicate more time in Grade 9 to practical science tasks to boost competence ahead of KJSEA. In short, cohort assessments ensure that readiness for KJSEA (and KPSEA before it) is a cumulative, continuous buildup, not a last-minute crash preparation.
For parents and school heads, the new system may initially seem complex – multiple assessment scores, new pathway choices, unfamiliar criteria. But it is deliberately designed to be fairer and more comprehensive. Rather than a student’s fate being decided by one exam day, CBC’s cohort assessment system manages key transitions with a rich dataset of each learner’s performance and interests. A top education official summarized this holistic approach, noting that placement will consider the “interest, pathways, and ability” of learners in addition to performance. This means when the time comes to transition to senior school, educators look at a student’s profile across years – academic strengths, practical skills, artistic talents, etc. – to guide them into one of the three senior secondary pathways: Arts & Sports Science, Social Sciences, or STEM (Science, Technology, Engineering & Mathematics). Each pathway is aligned with different strengths (e.g. creative arts vs. technical sciences), and ideally, a student will enter the pathway where they are most likely to excel. Thanks to cohort assessments, these strengths and inclinations are visible well before the transition. In fact, roughly 60% of students are expected to pursue STEM, 25% Social Sciences, and 15% Arts/Sports under CBC’s current projections, based on learners’ interests and performance nationwide – data that itself emerges from years of assessed activities.
Policy Developments Emphasizing Holistic Assessment
Kenya’s education policies in recent years reflect a clear commitment to holistic evaluation of learners under CBC. The shift in KPSEA’s role is one prime example: by declaring that Grade 6 results will not stratify students into schools, the government reinforced the CBC principle that early assessments should diagnose and improve learning, not limit it. Education stakeholders applauded this move, as it turned the Grade 6 exam into a tool for quality improvement – the KPSEA reports highlight curriculum areas where learners struggled, guiding teachers and curriculum developers on what to fix. It’s a far cry from the old system where a 12-year-old’s exam could determine their schooling future. Instead, every child now continues to junior secondary, carrying with them a formative report that can help teachers personalize support in Grade 7.
Another significant development has been the integration of School-Based Assessments into the national examination framework. KNEC has provided clear guidelines and even sample papers to schools to help standardize these SBAs and ensure they align with national standards. The council warned schools to diligently administer and upload SBA scores on time, underlining that these are formal components of the education assessment structure. By March 2025, around two million learners had been registered for the upcoming KJSEA, showing the scale of this endeavor. KNEC’s circulars detail how projects and performance tasks should be conducted at Grades 3, 7, and 8, embedding continuous assessment at multiple levels of CBC. The message from policymakers is clear: assessment is now a continuous thread from Grade 1 to Grade 12, with milestone checks (like KPSEA and KJSEA) that aggregate a learner’s journey.
Moreover, the 100% transition policy from primary to junior secondary and onward to senior secondary remains a cornerstone of Kenya’s education agenda. This policy goes hand-in-hand with cohort assessments. To accommodate all learners advancing through the system, the Ministry of Education and Teachers Service Commission (TSC) have issued guidelines on staffing and facilities for junior secondary domiciled in primary schools. By training thousands of teachers for junior secondary and recruiting new ones, the government is ensuring that the continuous assessments and CBC pedagogies can be effectively delivered. Frequent assessment data helps here too – it allows education officials to monitor not just students but also teaching effectiveness across schools. For instance, if national SBA data revealed that a particular region’s Grade 7 cohort is underperforming in a certain skill area, targeted teacher training or resource allocation could follow. Such evidence-based decisions are part of the CBC era’s policy toolkit, illustrating how cohort assessments inform not only classroom practice but also high-level education planning.
In summary, Kenya’s recent policy developments – from re-purposing KPSEA, to mandating SBAs, to structuring Grade 9 placement criteria – all reinforce a shift towards evidence-gathering over time. The education sector has embraced that “continuous, learner-centered assessment” must replace the old high-stakes model, and cohort assessments are the means to that end. These changes also signal to teachers and parents that every test and task matters, not for punitive reasons, but because they collectively illuminate a child’s learning trajectory. As we move to the next section, we’ll see how this philosophy is being supported on the ground by platforms like Kurasa, which help make the implementation of these assessments feasible and effective.
Digital platforms like Kurasa provide a unified interface for CBC assessments, lesson planning, and real-time analytics. By digitizing record-keeping and reporting, Kurasa cuts down teachers’ administrative workload by over 50%, freeing them to focus more on learners. Such tools exemplify how technology is making CBC assessment management easier and more data-driven for educators.
Kurasa: Supporting Teachers in Managing Cohort Assessments
Implementing CBC’s continuous assessment regime can be daunting for educators – but this is where Kurasa, a Kenya-based education platform, is making a difference. Kurasa was purpose-built to help teachers and schools easily create, administer, and record CBC-aligned cohort assessments. In traditional settings, a teacher might spend hours preparing tests, marking them, filling out manual gradebooks, and writing reports. Kurasa streamlines these tasks into a digital workflow, significantly reducing the administrative burden on teachers. According to field reports, using Kurasa’s digital tool has cut teachers’ paperwork by 50–60% per week. Routine duties like compiling scores, calculating grades, and writing performance reports can now be done with a few clicks. This efficiency gain is not trivial – it translates into reclaimed time that teachers can invest in lesson planning, one-on-one student support, or professional development.
Crucially, Kurasa is aligned to CBC standards. The platform “scaffolds the entire curriculum,” meaning it comes pre-loaded with the CBC competencies, subjects, and assessment rubrics that teachers need. A teacher using Kurasa can pick or customize an assessment task that maps to a specific competency (say, a Grade 4 Creative Arts task on drawing and creativity), assign it to the class cohort, and later enter or upload the results. The platform organizes these results by learner and by competency, generating instant analytics. Teachers get live insights into how each student – and the class as a whole – is performing across different skills and topics. For example, right after a quiz or project is graded, Kurasa might show that while 80% of the cohort mastered “communication and collaboration” skills in a group project, only 40% achieved the desired competency in “critical thinking” for the same task. With this knowledge, a teacher can adjust subsequent lessons to address the gap, perhaps by incorporating more problem-solving exercises for those students who need practice.
Another key feature is how Kurasa supports scheme-of-work integration and lesson planning. Because assessments are tied to curriculum content in the platform, teachers can more easily plan what to teach next based on assessment outcomes. If the cohort’s results indicate a learning outcome hasn’t been met, that topic stays on the lesson plan longer; if most of the class shows competency, the teacher confidently moves on to the next area. In essence, Kurasa closes the loop between assessment, feedback, and instruction, which is exactly the cycle CBC envisions for effective teaching. The system also enables teachers to share weekly progress reports with parents at the touch of a button. Instead of waiting for end-term report cards, parents receive ongoing updates via Kurasa – a practice that has been shown to encourage parental engagement and prompt supportive action at home.
From a school administrator’s perspective, Kurasa provides a bird’s-eye view of cohort performance across the whole school. All the classroom data funnels into dashboards that principals and heads of departments can review to identify trends. For instance, a headteacher might notice through Kurasa analytics that the entire Grade 5 cohort is consistently excelling in languages but lagging in STEM areas. This could inform decisions like arranging a science fair, organizing extra math clinics, or even exchanging teaching strategies among staff. Administrators also benefit during exam preparation and transitions; Kurasa can automatically generate comprehensive reports of each learner’s Grade 7–9 assessment history for KJSEA placement. Instead of scrambling through files, they can produce documents to share with the Education Ministry or to verify placement data in seconds. The platform essentially serves as a secure, always-accessible portfolio of each student’s CBC journey, from the day they enter school to the day they graduate. This not only makes internal processes smoother but also adds credibility to the overall assessment system – data is standardized, easily audited, and less prone to human error or loss.
Field insights from schools using Kurasa have been very promising. Since launching in 2020, Kurasa has reached over 10,000 learners and 500 teachers across at least five counties. The impact has been quantifiable: in schools that adopted Kurasa, the frequency of daily assessments shot up by 253% as teachers found it easier to conduct and record evaluations. Rather than reducing teaching to “teaching to the test,” this surge in assessments has actually enriched teaching and learning methodologies – teachers can try a variety of assessment types (quizzes, polls, assignments, projects) and immediately see what works best to engage learners. According to Kurasa’s founder, William Nguru, the team identified “a need for integrated digital solutions that support the CBC, particularly in formative assessments and lesson planning”. Kurasa was built to fill this need by aligning closely with CBC’s continuous assessment model. The platform ensures that all information needed for a student’s progress – and eventual Grade 10 placement – is organized and readily available at the click of a button, avoiding last-minute scrambles to gather three years’ worth of scores. This is a game-changer for teachers who, in the past, might have had to pour over mark books for days to compile results.
Perhaps most importantly, Kurasa has shown that using technology in cohort assessments can improve teaching outcomes and student engagement. An EdTech evaluation noted that Kurasa’s approach led to “more curious and interested learners, better learning outcomes, and productive and motivated teachers”. By taking drudgery out of the equation, teachers can focus on creative pedagogy and mentorship. It’s telling that 9 out of 10 teachers who use Kurasa recommend it to their peers. They cite reasons such as the instant feedback it provides and how it helps them pinpoint exactly which competency a learner has or hasn’t mastered. In a recent impact survey, 86% of teachers reported spending less time on paperwork and record-keeping when using Kurasa, allowing them to spend more time actually interacting with students. Such findings underline that the platform isn’t just about convenience – it directly translates into a better facilitated classroom experience.
Data-Driven Transitions and Learner Progression Guidance
CBC’s ultimate success lies in how well students can be guided through their educational pathways, and data from cohort assessments is an invaluable compass in this journey. Platforms like Kurasa take the rich assessment data and turn it into actionable insights for decision-making at the level of each learner’s progression. This has profound effects on managing transitions and helping learners find their strengths.
Starting with the transition from junior to senior secondary (Grade 9 to 10), Kurasa simplifies the pathway selection process for both educators and families. Because the platform tracks performance not only by subject but by specific competencies, it can reveal patterns in a student’s interests and aptitudes. For example, imagine a student who, over Grades 7, 8, and 9, consistently excels in creative arts projects and shows enthusiasm in music and drama. Kurasa’s analytics might highlight this trend in the learner’s profile. When it’s time to choose a senior secondary pathway, such data is gold. Instead of relying on hunches or a single exam score, teachers and school counselors can sit down with the student (and their parents) with evidence in hand: a portfolio showing high achievement in arts-related assessments and perhaps moderate scores in pure sciences. They might say, “Look, you shine in creative tasks – have you considered pursuing the Arts and Sports Science pathway?” Conversely, a student with strong analytics and steady performance in mathematics and science SBAs might be advised to consider the STEM pathway. Kurasa’s data-driven reports make a student’s strengths and interests visible at a glance, giving confidence to the learners themselves in making these big decisions. In fact, as one education report noted, Kurasa’s commitment to data-driven decision-making “aligns seamlessly with the demands and competencies of the CBC”, ensuring each learner gets a targeted educational experience suited to their talents.
For parents, who may not be used to CBC’s continuous tracking, having access to this data demystifies the new system. Kurasa has a parent portal and mobile app that provides real-time updates on their child’s assessments, attendance, and even teacher feedback. Instead of being passive observers waiting for the final exam results, parents can become active participants in their child’s educational journey. For instance, a parent might log into Kurasa mid-year and see a dashboard indicating that their child is performing strongly in languages and social studies, but struggling in physics. Armed with this insight, the parent can initiate a constructive conversation with their child (and with teachers) about leaning towards a Social Sciences pathway, where the child’s strengths would be maximized, rather than forcing a science-heavy path that might prove frustrating. Similarly, if a previously unseen interest or improvement pops up – say the child joins a coding club and their problem-solving assessment scores jump – parents will notice and can encourage that interest early. This kind of informed guidance at home was rarely possible before; it’s a direct result of accessible cohort assessment data. As Kurasa aptly puts it, parents aren’t just spectators but collaborators in the learning process, able to monitor and support growth continually.
Another benefit of data transparency is reducing anxiety and uncertainty during transitions. By the time a student is in Grade 9, parents can literally see the aggregate score (20% KPSEA + 20% SBA + upcoming KJSEA) building up on Kurasa. They know well in advance roughly where their child stands. Rather than anxiously waiting for a surprise letter of high school placement (as was common with KCPE), they have a clear picture of their child’s performance relative to the requirements for various pathways and schools. If improvements are needed, there’s time to act – perhaps through holiday tutoring or extra projects – since the insight is available early. And if the performance is strong, families can confidently start looking at senior schools that match the child’s pathway interest, with less fear of aiming too high or too low. By keeping everyone “in the loop at every step”, as one Kurasa user noted, the platform helps reduce the stress that often accompanies exam transition periods.
Moreover, Kurasa strengthens the home-school connection, which is vital under CBC. Teachers can message parents through the platform about specific progress or concerns, and parents can respond or ask questions, fostering an ongoing dialogue. In schools that have adopted Kurasa, 71% of teachers reported increased parental engagement, attributing it to the real-time sharing of student progress bridging the gap between home and school. This means that by the time decisions about pathways or remedial actions need to be made, parents are not caught off guard – they have been part of the journey all along. Such partnership ensures that the learner gets consistent support: what the teacher emphasizes in class, the parent can echo at home. For example, if a teacher notes through Kurasa that a student needs to improve in public speaking (perhaps for an upcoming assessment or generally for life skills), a parent aware of this might encourage the child to participate in church readings or school debates. In essence, cohort assessment data becomes a tool for collaborative mentorship around the learner, involving teachers, parents, and the students themselves.
Conclusion: Cohort Assessments as the Backbone of CBC Success
The competency-based curriculum in Kenya represents a paradigm shift in education – from learning for exams to learning for life. Cohort assessments are at the heart of this shift. They ensure that evaluation is not a snapshot on one day, but a movie reel of a learner’s growth, capturing achievements, challenges, and potential. For teachers, these assessments offer a powerful way to refine instruction and provide support exactly where it’s needed. For learners, they build confidence, reduce the fear of sudden high-stakes exams, and open multiple pathways to success. For parents and administrators, they provide transparency and rich information to make informed decisions that keep the child’s best interests at the forefront.
Recent policies by the Ministry of Education and KNEC underscore that Kenya is doubling down on this approach – from using KPSEA for feedback rather than selection, to weighting junior secondary progress in placement to senior school, to investing in systems that track assessments at every grade. Education sector analyses concur that moving “beyond the exam score” is yielding a more inclusive and skill-oriented system, one where learners can develop holistically and showcase a broad range of abilities.
However, the ambitious vision of CBC’s continuous assessment can only be realized if teachers are supported with the right tools and training. This is where innovations like Kurasa have proven invaluable. By digitizing and simplifying the management of cohort assessments, Kurasa allows educators to actually practice the formative, responsive teaching that CBC envisions. It aligns classroom activities with curriculum standards, provides instant feedback loops, and involves all stakeholders – teachers, school heads, parents, and even students – in the learning process. The platform’s success in Kenyan schools (with dramatic increases in assessment frequency and strong teacher endorsements) is a testament to how technology can amplify a good educational policy. It demonstrates that when teachers are empowered with data and freed from clerical overload, they can focus on what truly matters: guiding each learner to reach their full potential.
In closing, cohort assessments under CBC are not just about tests and scores – they are about nurturing a continuous dialogue of improvement. As Kenyan learners prepare for national milestones like KPSEA and KJSEA, it is the steady rhythm of classroom assessments, feedback, and targeted support that marches them toward success. And as they transition through the CBC levels, these assessments ensure that no child’s talents go unnoticed and no learning gap is left unaddressed. For teachers, parents, and administrators embracing CBC, cohort assessments are the compass by which we can chart each learner’s unique journey – a journey in which every step is measured, every effort is recognized, and every learner is guided to thrive. With ongoing field insights from platforms like Kurasa and continuous refinement of assessment practices, Kenya’s education stakeholders can confidently navigate this new landscape, knowing that the focus has firmly shifted to the learner and their competencies every step of the way.
