The National Assessment System (Nas) in Kenya Essays

The National Assessment System (Nas) in Kenya Essays The National Assessment System (Nas) in Kenya Essay The National Assessment System (Nas) in Kenya Essay Over the last few years Kenya has continuously sought to improve the educational system for its students. The National Assessment System (NAS) is an integral system of determining quality assurance in Education. It involves the monitoring of learning achievements of students to assess the quality of education. It is also a systematic evaluation of student learning achievement across the Country. The analytical results are used by policy makers and practitioners to inform the education quality reform process.With data that is comparable across various regions of the Country and over time, policy makers and stakeholders can identify gaps and bring about improvements in the curriculum, teaching and classroom support practices, as well as in the development of learning aids. Kenya’s National Assessment is currently set up as follows: 1. Standard One – Standard Eight : Kenya Certificate of Primary Education 2. Form One – Form 4: Kenya Certifica te of Secondary Education 3. College/University: Various degree examinationsNAS can be divided into six groups namely, Early Childhood Development Education (ECDE) , Primary level ( 8. 4. 4),Secondary Level (8. 4. 4), Tertiary Level, University Level and work world. The education system is facing a major crisis at the secondary and university level. Currently there is a task force on the realignment of the current education system with the new constitution in the bid to assist this problem NAS at the Secondary level focuses on the cognitive (or knowledge) domain.Students learn several subjects divided into categories, languages, humanities, sciences and technical subjects. Article 11 (ii) (a) of the constitution states that the curriculum should promote Science and Indigenous Technologies therefore students learn subjects such as Biology, Chemistry, Physics and Agriculture. The KCSE exam is taken by pupils in all public and private schools and by candidates who undertake private stu dy including prisoners. Every person has a right to education (Article 43).A candidate must take at least two of three science subjects and only a maximum of two humanities subjects. KCSE does not test in the affection domain, except, perhaps subjects in the ethics and religious studies which focus on knowledge rather than character formation. The psychomotor domain is also not covered, except, perhaps practical subjects like Physics, Agriculture, Home Science and Chemistry but again, the assessment focuses on knowledge as there is limited time and scope to assess lifelong skills and know how.Performance in KCSE largely determines progression to university and the profession or occupation in the world of work. In addition there is NAS at the university level. Public university assessments and exams are governed by the senate regulations under the University Act regulating each of the seven public universities. Senates have donated some powers to College Academic Boards (CABs) and sc hool or Faculty Academic Boards.Private university exams and assessments are managed by the respective senates, but subject to the Commission for Higher Education (CHE) under the Universities Act. Oversight on the curriculum (and perhaps the exam process) is increasingly being exercised by accreditation agencies and the relevant professional associations like the Kenya Medical and Dental Practitioners Board and the Kenya Medical Association or the Kenya Dentists Association, respectively. University exams at the undergraduate level are largely summative and still focus on the cognitive (or knowledge) domain.The affective and psychomotor domains are still not (sufficiently) assessed, tested or examined There have been concerns that University Education has now become a commercial venture so that many universities are beginning courses without much emphasis on quality but focusing rather on the profits they can make. Though the CHE has set up mechanisms to ensure that quality educatio n is provided in institutions of higher learning the follow up is not consistent and it is difficult to evaluate the teaching process.As a result many Universities are releasing students that are not quite ready to face the job market as the emphasis is not ensuring students are achieving the learning objectives but that the students are paying for the education. As more Universities offer similar courses it is important that a uniform assessment system is adapted to ensures that students do not leave school half baked but are ready to enter the job market. At the end of the day assessment should support learning as well as measure it.