Influence of Authentic Tasks and Portfolio Assessment on Acquisition of Core Competencies Among Grade Six Learners in Public Primary Schools in Kiambu County, Kenya
DOI:
https://doi.org/10.70619/vol6iss4pp42-53-853Keywords:
Authentic tasks, portfolio assessment, core competenciesAbstract
Despite the adoption of learner-centered approaches in primary schools in Kiambu County, Kenya, evidence on their influence on learners’ acquisition of core competencies remains limited. This study assessed the influence of authentic tasks and portfolio assessment on the acquisition of core competencies among Grade 6 learners. A descriptive research design was employed. The target population comprised 78 public primary schools in Kiambu County. Three sub-counties, Kiambaa, Kabete, and Kikuyu, were purposively selected, and ten schools were sampled using stratified sampling techniques to ensure representation across different school contexts. The study involved 90 teachers. Data were collected using questionnaires administered to Grade 6 subject teachers, classroom observation guides, and interviews with senior teachers. Quantitative data were analyzed using descriptive statistics (frequencies, percentages, means, and standard deviations) and inferential statistics (Pearson correlation and linear regression) through SPSS, while qualitative data were analyzed thematically using MAXQDA. The findings revealed that portfolio assessment significantly enhanced digital literacy competencies, indicating a strong positive relationship between the systematic collection and evaluation of learners’ work and the development of technology-related skills. Authentic tasks emerged as an effective strategy across communication and collaboration, critical thinking and problem-solving, and digital literacy competencies, demonstrating moderate-to-strong positive relationships with competency acquisition. The study concluded that authentic tasks serve as both a pedagogical foundation and a catalyst for developing multiple competencies, while digital portfolio curation directly supports the development of technical skills. The study recommends that the Ministry of Education establish standardized digital portfolio frameworks and competency-based assessment policies aligned with the Competency-Based Education (CBE) curriculum. Additionally, the Kenya Institute of Curriculum Development (KICD) should develop a comprehensive, authentic task bank for primary school subjects, accompanied by standardized implementation guidelines.
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