If you are a teacher trying to fill in CBA rubrics, or a parent staring at a CBC (now CBE) report card wondering what "AE" means, this guide is for you. We break down Kenya's Competency-Based Assessment system in plain language — what the four levels mean, how rubrics work in practice, and how to use them to help your child or learners improve.
What Is a Rubric?
A rubric is a scoring guide. It is a table that describes, for each learning outcome, what a learner's work looks like at each competency level. Instead of giving a percentage mark (73%, 45%), the teacher evaluates the learner's work against specific descriptors and assigns a competency level.
Rubrics are not new to education globally — they are used in Finland, Australia, Canada, and many other countries with competency-based systems. What is new is their introduction to Kenya through CBC (now CBE), replacing the percentage-based marking that dominated 8-4-4.
The Four Competency Levels — Explained
Every learning area in every grade uses the same four-level scale. Here is what each level means in practical terms:
| Level | Code | What It Means | What Parents Should Know |
|---|---|---|---|
| Below Expectations | BE | The learner demonstrates limited understanding. Cannot perform basic tasks related to the learning outcome without significant help. | Your child needs extra support. Talk to the teacher about specific gaps. Targeted revision on that strand can help quickly. |
| Approaching Expectations | AE | The learner understands some concepts but not all. Can perform tasks with guidance but struggles independently. | Your child is on the way but not there yet. Consistent practice — especially using past papers — usually pushes AE to ME within one term. |
| Meeting Expectations | ME | The learner demonstrates clear understanding. Can apply knowledge independently in familiar situations. Meets all learning outcomes for the strand. | This is the target level. Your child is performing well. Encourage them to attempt challenging problems to push towards EE. |
| Exceeding Expectations | EE | The learner goes beyond what is expected. Can apply knowledge in new, unfamiliar contexts. Shows creativity, critical thinking, and innovation. | Outstanding performance. Your child is excelling. Support their curiosity — extra reading, challenging projects, and real-world applications keep them growing. |
How a Rubric Looks in Practice
Here is an example rubric for Grade 7 Mathematics, Strand: Numbers, Sub-Strand: Whole Numbers:
| Learning Outcome | BE (1) | AE (2) | ME (3) | EE (4) |
|---|---|---|---|---|
| Identify place value of digits up to millions | Cannot identify place values | Identifies some place values with teacher guidance | Correctly identifies all place values independently | Applies place value to solve unfamiliar word problems |
| Perform operations on whole numbers | Cannot add or subtract multi-digit numbers | Performs addition and subtraction but makes frequent errors | Accurately performs all four operations on whole numbers | Solves complex, multi-step problems involving all operations |
| Apply whole numbers in real life | Cannot connect numbers to real-world contexts | Recognises where numbers are used but cannot apply them independently | Uses numbers correctly in budgeting, measurement, and daily tasks | Creates and solves original real-life problems involving whole numbers |
This rubric makes assessment transparent and fair. Both teacher and learner know exactly what is expected at each level. There is no ambiguity about what separates a "good" result from a "great" one.
How Teachers Should Use Rubrics
Step 1: Get the Rubric Before You Teach
Do not create your rubric after the exam. Build it (or source it) at the beginning of the term, based on the specific learning outcomes from the KICD curriculum design. This way, your teaching is aligned with your assessment from day one.
Step 2: Share the Rubric with Learners
One of the most powerful benefits of rubrics is that they show learners exactly what they are being assessed on. Print the rubric or display it on the classroom wall. When learners know what ME looks like, they can aim for it.
Step 3: Use Rubrics for Formative Assessment — Not Just Exams
Rubrics should be used throughout the term, not just at the end. Use them to assess:
- Class observations: Watch how learners work during activities and note their competency level.
- Homework and assignments: Grade homework against the rubric instead of giving a percentage mark.
- Group projects: Assess each learner's contribution using the rubric.
- Oral presentations: Use rubric descriptors to give structured feedback.
Step 4: Record and Track Progress
Keep a record of each learner's competency level per strand per term. This data feeds into the report card and helps you identify learners who need remediation or enrichment.
How Parents Should Read a CBC (now CBE) Report Card
A CBC (now CBE) report card looks very different from what parents expect. Instead of marks like "72% — Position 5 out of 40," you see codes like "ME" or "AE" next to each learning area. Here is how to interpret it:
- Look at each learning area individually. Do not try to calculate an "overall score" — CBC (now CBE) does not work that way.
- ME is the goal. If your child has ME across most subjects, they are performing well. Do not panic if they are not all EE.
- AE means action is needed. If a subject shows AE, ask the teacher: "Which specific strands or topics is my child struggling with?" Then focus holiday revision on those specific areas.
- BE requires urgent attention. Multiple BE ratings may indicate a learning difficulty that needs assessment, or it may simply mean the child needs more support and practice time.
- EE is exceptional. Celebrate it, but do not pressure your child to achieve EE in every subject. It means they are going above and beyond.
- Look at the core competencies. The report also rates learners on communication, critical thinking, creativity, citizenship, digital literacy, learning to learn, and self-efficacy. These are as important as subject-specific ratings.
Common Misconceptions About CBA Rubrics
"AE is a fail."
It is not. AE means the learner is approaching the expected level and needs more practice. It is a middle ground, not a failure. Under 8-4-4, this might have been around 40–55% — not great, but not hopeless. With targeted revision, most AE learners can reach ME within one term.
"Rubrics are subjective — teachers just guess."
A well-written rubric is the opposite of subjective. Each level has specific, observable descriptors. "Correctly identifies all place values independently" (ME) is measurable and verifiable. The quality of the rubric matters — which is why using KICD-aligned rubrics is important.
"There is no ranking, so we cannot tell who is best."
CBC (now CBE) deliberately removed class rankings to reduce the harmful pressure and stigma associated with being "last in class." The focus is on whether each learner is meeting the expected competency level, not on comparing them to classmates. Research from countries like Finland shows this approach produces better long-term outcomes.
Where to Get Ready-Made CBC (now CBE) Assessment Rubrics
Creating rubrics from scratch is time-consuming — it requires mapping every specific learning outcome from the curriculum design to descriptors at all four levels. CBC Edu Kenya provides ready-made, KICD-aligned rubrics for every learning area at every grade level.
Download KICD-Aligned Assessment Rubrics
Every grade · Every learning area · Ready to use in the classroom
Browse Rubrics → Try a Free Sample →Frequently Asked Questions
What does BE mean on a CBC (now CBE) report card?
BE stands for Below Expectations. It means the learner has not yet demonstrated the minimum competency for that learning area. The learner needs significant support — extra revision, targeted practice on specific strands, and possibly individual tutoring. BE is not permanent; with focused effort, learners can improve to AE or ME.
What is the difference between ME and EE?
ME (Meeting Expectations) means the learner understands the content and can apply it in familiar contexts — this is the target level for all learners. EE (Exceeding Expectations) means the learner goes beyond, applying knowledge in new or unfamiliar contexts and showing creativity or innovation. EE is exceptional, not the baseline expectation.
How do teachers create assessment rubrics for CBC (now CBE)?
Teachers create rubrics by mapping specific learning outcomes from the KICD curriculum design to descriptors at four levels (BE, AE, ME, EE). For each learning outcome, the teacher writes a clear, observable description of what work looks like at each level. Ready-made rubrics aligned to KICD standards are available at cbcedukenya.com for every grade and learning area.
Is CBA better than percentage marks?
CBA focuses on what a learner can do rather than ranking them against peers. A learner with 55% under 8-4-4 was often labelled "average" without knowing which specific skills they lacked. Under CBA, a rating of AE in Algebra but ME in Geometry tells the teacher exactly where to focus. Both systems have strengths, but CBA provides more actionable diagnostic information.
Do all schools in Kenya use CBA rubrics?
All schools following the CBC (now CBE) curriculum are required to use CBA rubrics by the Ministry of Education. However, implementation varies — some schools have fully adopted rubric-based assessment while others still supplement with percentage marks. International schools following Cambridge IGCSE use a different assessment system entirely (grade boundaries, not CBA levels).