Teachers’ Preparation of Relevant Assessment Tools and Learners’ Acquisition of Communication and Collaboration Competence in Public Comprehensive Schools in Nakuru County, Kenya

This study examined the influence of teachers’ preparation of relevant assessment tools on learners’ acquisition of communication and collaboration competence in public comprehensive schools in Nakuru County, Kenya. The study was anchored on Assessment for Learning Theory and was informed by Constructivist Learning Theory and Behaviourism Learning Theory. A mixed-methods approach using a convergent design was adopted. The quantitative component employed a cross-sectional survey, while the qualitative component employed phenomenological techniques. The target population comprised public comprehensive schools, teachers, learners, heads of institutions and Curriculum Support Officers in Nakuru County. Stratified random sampling, simple random sampling and purposive sampling procedures were used. The study sampled 76 schools, 837 teachers, 384 learners, 20 heads of institutions and five Curriculum Support Officers. Data were collected using questionnaires and interview guides. Quantitative data were analysed using descriptive statistics in SPSS, while qualitative data were analysed thematically. The findings indicated that teachers’ preparation of relevant assessment tools positively influenced learners’ acquisition of communication and collaboration competence. Among teachers, 81.25% agreed or strongly agreed that structuring assessment tasks to require shared cognitive engagement and negotiation promoted genuine collaboration. Further, 71.25% agreed or strongly agreed that well-prepared assessment tools, including communication and teamwork rubrics, helped learners monitor their progress. Among learners, 81.25% agreed or strongly agreed that teachers’ preparation of relevant assessment tools contributed to communication and collaboration development. Qualitative findings reinforced the quantitative results, highlighting the value of rubrics, peer assessment, self-assessment, structured discussions, authentic tasks, role-play, presentations, video-based assignments and constructive feedback. The study concludes that teachers’ capacity to prepare relevant formative assessment tools is an important contributor to learners’ acquisition of communication and collaboration competence. The study recommends continuous professional development for teachers in competency-based assessment, greater use of authentic and collaborative assessment strategies, and institutional support for the development and implementation of appropriate assessment tools. Keywords: Assessment Tools; Communication Competence; Collaboration Competence; Competency Based Curriculum