Teachers across Kenya are warning that recent KNEC SBA (School-Based Assessment) tools are pitched above many learners’ real abilities. They say the tests, now being administered in primary, junior and Grade 10 classes, risk producing widespread low scores, stress for children and backlash against schools unless the council adjusts content and implementation.
Key Takeaways
- Teachers report that current KNEC SBA tasks are too difficult for many learners, especially in junior school.
- Common classroom constraints — large classes, limited materials and lost learning time — widen the gap between assessment demands and learner readiness.
- Teachers ask KNEC to consult classrooms, pilot tools, and provide clearer marking guidance and training.
- Unrealistic assessments risk harming learner confidence, increasing anxiety and creating conflicts with parents.
KNEC SBA: what teachers are saying
Many educators describe a pattern of poor performance since the release of the new assessment tools. In several schools, teachers report learners scoring far below expectations — in some cases receiving zeros — not because of weak effort but because tasks require skills learners have not yet developed.
At junior level the problem is most acute. Some pupils are still mastering basic literacy and numeracy. Asking them to complete multi-step problems, interpret long passages or apply advanced concepts sets them up to fail and to feel discouraged.
Why assessments and classrooms are out of sync
Teachers attribute the mismatch to everyday classroom realities. Under the Competency Based Curriculum (CBC), pupils should build skills gradually through activities and projects. But many schools cannot deliver CBC as intended because of:
- Large class sizes that limit individual support.
- Insufficient learning materials such as textbooks, practical kits and digital devices.
- Wide ability ranges within single classes.
- Lost teaching time from disruptions and crowded timetables.
When assessment tasks assume ideal conditions, they become unfair to children in overstretched classrooms.
Emotional and social costs for learners
Teachers warn that repeated exposure to tasks beyond a child’s level can cause lasting harm. Reported consequences include:
- Stress and anxiety before and during assessments.
- Withdrawal or depression among learners who feel they cannot succeed.
- Negative attitudes toward learning that reduce curiosity and participation.
- Loss of confidence that affects future performance and retention.
These effects are particularly worrying in junior school, where early success builds motivation and early failure can push children toward disengagement.
Concerns about accountability and community trust
Beyond pedagogy, teachers fear that poor results will lead to public blame. Low scores on report forms are visible to parents and the community. Teachers worry parents may equate low test marks with poor teaching and may confront schools — increasing stress for staff and undermining trust.
What teachers want KNEC to do
Educators have set out clear, practical requests to make the assessments fairer and more useful:
- Set questions that reflect what learners have actually been taught rather than an idealised level.
- Consult practising teachers when designing or revising assessment tools.
- Pilot assessments in a representative sample of schools, including under-resourced ones, before national rollout.
- Provide guidance, examples and training with clear marking schemes so teachers can prepare learners and interpret results consistently.
- Treat unusually low results with care and consider instrument problems before judging schools or learners.
Practical steps schools can take now
While awaiting KNEC responses, teachers and school leaders can reduce harm by:
- Explaining results clearly to parents and showing where support is needed rather than placing blame.
- Using formative classroom tasks and simple success-based activities to rebuild learner confidence.
- Sharing local strategies and marking tips among staff to ensure fair grading.
- Accessing curriculum resources and sample exams to better align teaching and assessment expectations — for example, many schools use free CBC exam resources and CBC lesson plans to guide classroom practice.
Grade 10 pressures and senior school impact
Grade 10 learners are also affected. End-of-year KNEC written SBA tests are being taken as schools close for term, when both teachers and learners are stretched. Results at this stage influence senior pathways, so unrealistic tests can limit opportunities for students and leave little time to close gaps.
Teachers preparing Grade 10 classes may find the free Grade 10 exams and curriculum designs helpful for aligning end-of-year work with what learners can reasonably achieve.
Balancing standards and fairness
Stakeholders agree standards matter. But there is a difference between challenge and impossibility. A good assessment should stretch learners within reach and allow weaker learners to show what they know, while also differentiating stronger pupils.
Teachers urge KNEC to listen to classroom evidence, pilot and revise tools, and support schools with clear guidance and training. That combination would protect learner wellbeing, preserve standards and restore trust between schools, parents and the examination body.
If you are a teacher or parent looking for practical exam and curriculum materials to support classroom alignment, explore the available resources for primary and junior levels including free KCPE exams and other CBC-aligned materials.
