An Analytical Comparison of the 8-4-4 and Competency-Based Curriculum Grading Systems in Kenya
| dc.contributor.author | Felix Chepchieng Aengwo | |
| dc.contributor.author | Ismail Thamarasseri | |
| dc.date.accessioned | 2026-02-13T09:34:42Z | |
| dc.date.available | 2026-02-13T09:34:42Z | |
| dc.date.issued | 2024-09-09 | |
| dc.description.abstract | Background: Kenya has transitioned from the long-established 8-4-4 education system to the Competency-Based Curriculum (CBC), sparking widespread debate regarding the effectiveness of their respective grading systems. While the 8-4-4 system primarily emphasized academic achievement through summative national examinations, the CBC emphasizes formative and continuous assessment strategies designed to evaluate a broader range of learner competencies. Purpose: This study aims to conduct an analytical comparison of the grading systems used in the 8-4-4 and CBC frameworks in Kenya, focusing on their effectiveness, strengths, and challenges in assessing learners. Methods: A mixed-methods research design was employed. Quantitative data were collected through surveys administered to 67 participants, including 60 teachers and 7 policymakers. Additionally, qualitative data were gathered via interviews with 13 respondents—10 teachers and 3 policymakers. The survey data were analysed using descriptive statistics, while thematic analysis was used to interpret interview responses. Results: Survey findings revealed that 78% of respondents favoured the holistic and competency-oriented approach of the CBC, with a mean score of 20.23 (SD = 0.92). However, concerns were raised about the inconsistency and resource limitations of the CBC, which averaged a lower score of 16.61 (SD = 2.75). Interviews highlighted the CBC’s flexibility and inclusiveness, as it assesses a range of 21st-century skills such as creativity, collaboration, and problem-solving. Conversely, the 8-4-4 system was appreciated for its structured and transparent grading, though it was criticized for promoting rote learning and lacking practical engagement. Conclusion: While the 8-4-4 grading system provided clarity and structure, the CBC represents a forward-looking approach by offering a more comprehensive and competency-based learner evaluation. Nonetheless, successful implementation of the CBC depends on addressing critical challenges such as teacher preparedness, resource availability, and standardized assessment criteria. A balanced integration of both systems’ strengths could guide Kenya toward more inclusive and effective learner assessment practices. | |
| dc.identifier.issn | 2320-7655 | |
| dc.identifier.issn | 2320-8805 | |
| dc.identifier.issn | https://doi.org/10.15415/iie.2024.122001 | |
| dc.identifier.uri | https://demodspace.chitkara.edu.in/handle/123456789/652 | |
| dc.language.iso | en | |
| dc.publisher | Chitkara University Publications | |
| dc.subject | Grading systems | |
| dc.subject | Competency-based curriculum | |
| dc.subject | 8-4-4 Education system | |
| dc.subject | Educational assessment | |
| dc.subject | Curriculum reform in Kenya | |
| dc.title | An Analytical Comparison of the 8-4-4 and Competency-Based Curriculum Grading Systems in Kenya | |
| dc.type | Article |