Selected Learner-Centered Strategies’ Influence on Acquisition of Core Competencies among Grade Six Learners in Kiambu County, Kenya
DOI:
https://doi.org/10.70619/vol5iss4pp49-64-640Keywords:
Peer assessment, collaboration, reflection, self-assessment, core competenciesAbstract
Despite the incorporation of some learner-centered assessment strategies (L.C.A. Ss) that is; peer assessment and collaboration as well as self-assessment and reflection in CBE in primary schools in Kenya, empirical evidence on their influence in promoting the acquisition of core competencies among learners remains scarce. The study sought to examine the extent to which peer assessment and collaboration influenced the acquisition of core competencies among grade six learners in Kiambu county Kenya and to evaluate the influence of self-assessment and reflection on acquisition of core competencies among grade six learners in Kiambu county Kenya. The study employed a descriptive research design. The study’s target population comprised of 78 public primary schools in Kiambu County, specifically in Kiambaa, Kabete, and Kikuyu Sub-Counties. First, domain-specific assessment approach effectiveness corroborates that competency acquisition is not a constant process, but rather requires precise pedagogical correspondence - communication is most efficiently scaffolded by peer interaction (β=.34), metacognitive reflection independently gains critical thinking (β=.41), and digital portfolio curating develops technical expertise directly (β=.35). Such specialization refutes one-size-fits-all approaches to assessment and fine-tunes social constructivist theory by revealing which specific interaction modalities activate different competency acquisition channels. Ministry of Education should establish competency-specific assessment policies aligned with CBE objectives. Kenya Institute of Curriculum Development (KICD) should establish Faculty development modules with a focus on the practical implementation of assessment techniques.
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