The objective of this study was to examine methods used by teachers in assessing science learning areas in the Kenyan Competency Based Curriculum. Curriculum implementation theory was used to underpin the study. Besides the theory, important principles for assessments including authenticity, reliability, validity, sufficiency and practicality were used to determine the quality of assessment methods used for science learning areas. The research adopted a concurrent triangulation design where survey data were mixed with qualitative data obtained through structured interviews and desk research. A total of 324 research participants were selected by simple random sampling.
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