Abstract
The education systems globally are rapidly evolving due to their dynamic nature. This swift transformation necessitates a corresponding pace in assessment models, which should be realistic and effective for the targeted learners. Even before the COVID-19 pandemic, there were concerns about the reliability and validity of the assessment tools used in Kenyan post-primary schools. With the introduction of the Competency-Based Curriculum (CBC) in primary and junior schools, along with lessons learned during the COVID-19 pandemic, there is a pressing need to reassess and develop a realistic and effective model that matches current needs. Moreover, assessment models have always been subject to change. Thus, the time is ripe for a new, workable, and effective assessment model to be developed for use in Kenyan senior schools. This research adopted a literature review and document analysis methodology. The findings indicate that the majority (55%) of the relevant documents analyzed support an integrated model of competency-based assessment as the most realistic and effective approach for Kenyan senior schools. Additionally, the study found that the most suitable method for implementation is a collaborative approach involving all relevant stakeholders. This should be conducted at different intervals, with a cumulative score provided as evidence of the skills assessed. These findings aim to address the gap caused by the time span, the post-COVID-19 era, and the changing education system, which is increasingly geared toward employability.
Key words: Assessment, collaborative, senior school, constructivist, model.
