THE KENYA NATIONAL EXAMINATIONS COUNCIL

1. Task 1: Portfolio Maintenance (6 marks)

• Portfolio is well-organized (1) and contains all (1) required elements (1)
• All (1) elements are added progressively (1) and on time (1).

2. Task 2: Problem and Project Identification (20 marks)

• Problem is clearly (1) identified (1) and well-explained (1).
• Project proposed is clear (1), relevant (1), and well-justified (1).
• Video is clear (1), engaging (1), and covers all (1) required elements (1).
• Demonstrates thorough (1) understanding of the topic (1), includes accurate (1)
and relevant information (1).
• Communicates ideas (1) clearly and effectively (1), uses appropriate language (1)
and tone (1).
• Utilizes visual aids (1) effectively (1) to enhance understanding and engagement
(1).

3. Task 3: Preparation of Schemes of Work (27 marks)

Criteria Description Marks
Alignment with It clearly indicates the specific strands (1) and sub-strands (1)
Curriculum Strands being addressed in each lesson. 2
and Sub-strands
Clarity of Learning The learning outcomes are clearly (1) stated, are measurable
3
Outcomes and achievable (1) within the given time frame (1).
Integration of Core The scheme of work integrates core competencies (1), and
Competencies and values (1). 2
Values
Use of Learner- Employs learner-centered strategies (1). The strategies
Centered Strategies promote active participation (1), inquiry-based learning (1), 4
and hands-on activities (1).
Assessment Includes a variety of assessment methods to evaluate student
Methods learning (1). These methods are aligned with the learning
4
outcomes (1) and provide opportunities for both formative (1)
and summative (1) assessment.
Time Allocation Allocates sufficient time for each lesson and activity (1). The
time allocation should be realistic and ensure that all learning 2
outcomes can be achieved within the given time frame (1).
 Criteria Description Marks
Format Week
Specifies the week number or range (e.g. Week 1, Week 2-3);
Strand/Sub-strand:
Identify the strand and sub-strand from the CBC curriculum;
Lesson number
Specifies the lesson number or range (e.g. Lesson 1, Lesson 2-
3);
Lesson topic/title
Identify the lesson topic from the specific learning
outcome(s);
Specific Learning Outcomes:
Lists the specific learning outcomes for the lesson;
Key Inquiry Questions:
10
Formulate key inquiry questions for the lesson to guide the
learning process;
Learning Experiences:
Describes the learning experiences and activities planned for
the lesson;
Resources:
Lists the resources required for the learning experiences;
Assessment:
Outline the assessment methods to evaluate student learning;
Reflection:
Include a reflection section for students to express their
thoughts and learnings;

Total 27

4. Task 4: Project Design and Plan (18 marks)

• Title and description are clear (1), and comprehensive (1)
• Objectives (1) and outcomes (1) are clear and well-defined (1)
• Benefit/market analysis is thorough (1), and target audience (beneficiary) is
well-defined (1)
• Budget (1) and resource requirements (1) are detailed (1) and realistic (1).
• Risk assessment is thorough (1), and mitigation strategies (1) are well-defined
(1).
• Timeline (1) and schedule (1) are detailed (1) and realistic (1).

5. Task 5: Development of Core Competencies (8 marks)

1. Communication and Collaboration
Learners express ideas clearly, listen actively, and work well with others.
How to develop: provides opportunities for
• Use group work and peer teaching activities.
• Encourage oral presentations, debates, and storytelling.
 • Assign collaborative projects where learners must plan and execute tasks
together.
• Use interactive digital tools (e.g., Padlet, Google Docs) for shared
learning.
(2 marks)

2. Critical Thinking and Problem-Solving

Learners analyse situations, make decisions, and solve real-life problems.
How to develop:
• Poses open-ended questions and real-world challenges.
• Uses inquiry-based learning and experiments
• Encourages learners to reflect on their decisions and outcomes.
• Integrates case studies and scenario analysis.
(2 marks)

3. Digital Literacy
Learners use digital tools responsibly and effectively for learning and
communication.
How to develop:
1. Integrates ICT tools in lessons (e.g., videos, simulations, online research).
2. Teaches basic digital skills (typing, using educational apps).
3. Assigns tasks that require digital presentations or online collaboration.
4. Discusses cyber safety and responsible use of technology.
(2 marks)

4. Citizenship
Learners understand their roles in the community and act responsibly.
How to develop:
• Involves learners in community service or environmental projects.
• Discusses rights, responsibilities, and national values.
• Uses role plays and civic education scenarios.
• Encourages participation in school governance.
(2 marks)

6. Task 6: Preparation of Assessment Tools (9 marks)

1. Alignment with Competencies and Outcomes
• The tools directly assess the specific learning outcomes stated in the
lesson or project plan.
• They are designed to evaluate core competencies and values.
• The assessment criteria reflect real-world application of knowledge and
skills.
(3 marks)
2. Variety and Appropriateness
• Uses multiple types of assessment tools (e.g., rubrics, checklists,
observation forms, self/peer assessments).
 • Tools are appropriate for the activity (e.g., practical tasks assessed with
performance rubrics).
• Includes both formative (ongoing) and summative (final) assessments.
(3 marks)

3. Clarity and Usability

• Tools are easy to understand for both teachers and learners.
• Clear instructions, criteria, and scoring rubrics.
• Layout is neat and organized for practical use.
(3 marks)

7. Task 7: Peer Assessment (12 marks)

Scoring Guide for Peer Assessment
This scoring guide is designed to help trainees objectively assess their peers
during the projects. The criteria focus on objectivity, fairness, constructive
feedback, consistency, and engagement.
1. Objectivity (2 marks)
Assessment is unbiased (1) and based on observable evidence (1)
2. Fairness (3 marks)
Assessment is equitable (1) and considers the effort (1) and contribution of
each peer (1)
3. Constructive Feedback (3 marks)
Feedback is specific (1), actionable (1), and aimed at improvement (1)
4. Consistency (3 marks)
Assessment is consistent across different tasks (1) and peers (1)
5. Engagement (3 marks)
Actively (1) participates in the assessment process (1) and collaboration with
peers (1)
 THE KENYA NATIONAL EXAMINATIONS COUNCIL
DTE PP & P YEAR 1 SCHOOL BASED ASSESSMENT
AGRICULTURE PROJECT SCORE SHEET
County code .................................................County name..........................................
Sub County code............................................Sub County name ...............................
Name of college: ………………………………….…............. Code: ………...….…

Assessment Number Trainee’s Name Score for each of the tasks/criteria

1 2 3 4 5 6 7
Assessment Number Trainee’s Name Score for each of the criteria

1 2 3 4 5 6 7