Workspace · Assessment

Make assessment useful for the next learning step

Kurasa helps schools organize assessment and grading information so teachers can review progress and decide where support is needed.

See Workspace assessment

Hear from educators and partners

Assessment

Marks stay on one path

Teachers already record formative and summative work in Workspace. The designed path adds a check, class comments, and a head teacher release before a report reaches a family.

Available now

In the lesson

Formative records use the school’s CBC levels and stay on the learner profile.

Available now

Term assessments

Summative tests and the grade book sit with the class. National assessments such as KPSEA and KJSEA stay on their own sitting.

In development

Release to families

Comments and report cards are designed to wait until a person releases them. A change after release is marked as revised.

A class checklist showing mark sheets, comments and head-teacher release before families can see reports. — Illustrative sample interfaceIn development: Report release step

Voices from education practice

Hear from educators and partners

Explore their accounts of lesson preparation, classroom evidence and teacher support.

Kenya · assessment practice

Keep learner evidence within reach.

Dr Joseph Wambua · KICD

Dr Joseph Wambua discusses the work involved in tracking learning and maintaining assessment portfolios.

Original audio: English

Record formative assessment

Videos

Record learning evidence

Decide what a classroom check should reveal before recording the result. Keep the learning area, class and assessment context clear so that a later reader can understand the evidence. An unmarked or missing record should prompt a check, rather than an assumption about what a learner knows.

Review and respond

Look at individual work as well as the class pattern. A result may suggest another explanation, more practice or a conversation with the learner. Teachers review the evidence and decide the next teaching step; a summary or score alone cannot explain the circumstances behind it.

Keep records useful

Use a consistent recording routine so that feedback and term reviews draw on information the school can understand. Check incomplete entries and corrections before sharing reports. Confirm which reporting and release workflows are currently available, and follow the school's approval process before information reaches families.

Choose evidence that answers a teaching question

A short classroom check can reveal a misconception; a summative assessment can help review learning over a longer period. Decide what you want to understand before recording results. Keep the learning objective and assessment context clear so that marks or competency records remain meaningful when reviewed later.

Turn a result into a response

Review individual work alongside class patterns. A low result may call for a different explanation, another practice opportunity or a closer conversation with the learner. Use records to plan follow-up and check progress again. A report supports that judgement; a score alone cannot explain the learner’s circumstances.

The problem

Evidence that waits until Friday night is already gone. Paper ticks and sticky notes do not survive the next lesson, and heads cannot see a class that never made it into a shared record.

In the classroom

Mark the class against the strand while learners are still working. The same trail feeds reports, parent updates and the Friday staff picture.