Education systems are rapidly changing globally with time because of it’s dynamic nature. This rapid change calls for an equivalent pace in the assessment models that should be realistic and effective to the given target. Even before COVID 19 pandemic, there already existed many concerns on the reliability and validity issues on the Kenyan assessment tools for post primary schools. With the introduction of Competency based curriculum in primary schools, junior schools and lessons learnt during COVID 19 pandemic period, there is need to have a re-look at the most realistic and effective model that would match the changing present time. In addition, assessment models have always been evolving. Time is therefore ripe for a new assessment model which is realistic, workable and effective to be developed for use in Kenyan senior schools. The research adopted literature document review and analysis research methodology. The research finding show that majority (55%) of the relevant documents analyzed approved an integrated model of competency based assessment as the most realistic and effective model that can be applied in Kenyan senior schools. The research finding further noted that the most suitable method of implementation is a collaborative approach involving all the relevant stakeholders, done at different times and then a cumulative score given finally as evidence of skills assessed. The findings are expected to fill the eminent gap brought about due to the time span, post COVID 19 era as well as the changing education system tailored towards employer-ability.

Keywords: Assessment, Collaborative, Senior School, Constructivist, Model