KNEC: Grade 4 School Based Assessment (SBA) Creative Arts Project
The Kenya National Examinations Council (KNEC) has released guidelines for the administration of the 2025 Grade 4 School-Based Assessment (SBA) in Creative Arts.
The assessment is structured into three distinct sections: Art and Craft, Music, and Physical and Health Education, with each section containing specific tasks for learners to complete.
Administration Guidelines
The assessment comprises multiple tasks, each carrying 20 marks. Learners must complete their tasks individually, though some stages may require group participation.
Teachers are expected to guide students through the scoring rubrics before commencing, ensuring they understand the expected standards. These rubrics can be displayed on digital devices, printed, or written on the board.
All tasks must be completed within the school term and submitted no later than May 28, 2025. Teachers are required to assess learners continuously, recording their performance on designated score sheets. Schools are also encouraged to improvise and reuse materials where applicable.
Part I: Art and Craft (20 Marks)
Task: Macramé Percussion Instrument Holder or Bracelet
Learners will demonstrate creativity and craftsmanship by making either a percussion instrument holder or a bracelet using macramé techniques, specifically the overhand knot in two colors. The assessment will evaluate knotting skills, color application, functionality, and overall craftsmanship.
Required Materials
- Two colors of cotton or nylon cord (60-100 cm)
- Scissors
- Small percussion instruments (for the holder option)
- Tape or a clip to secure the cord while working
Task Options
Option 1: Percussion Instrument Holder
- Cut two 40 cm pieces of cord in different colors.
- Tie an overhand knot at one end to form a loop.
- Place the instrument inside the loop and tighten slightly.
- Continue making evenly spaced overhand knots, alternating colors to create a pattern.
- Secure the handle with a final overhand knot and add embellishments if available.
Option 2: Overhand Knot Bracelet
- Cut two 30 cm pieces of cord in different colors.
- Tie an overhand knot at one end to form a loop.
- Continue making evenly spaced overhand knots, alternating colors for decoration.
- Adjust the bracelet around the wrist to fit properly.
- Secure it with a final overhand knot and decorate as needed.
Part II: Music (20 Marks)
Task: Performance of a Kenyan Patriotic Song
In groups of 12 to 15 learners, students will select and learn a Kenyan patriotic song in Kiswahili, ensuring that it is not the Kenya National Anthem, the East African Community Anthem, or a political song. The performance should last 2-3 minutes and can be sourced digitally if necessary.
Assessment Criteria
Learners will be evaluated based on:
- Pitch accuracy
- Rhythm accuracy
- Correct articulation of words
- Appropriate gestures and expressions
- Accompaniment with a suitable percussion instrument
Part III: Physical and Health Education (20 Marks)
This section consists of three tasks designed to assess students’ athletic performance and sportsmanship. The assessment is structured as follows:
| Task Number | Task Description | Marks Allocated |
|---|---|---|
| Task 9 | Elongated sprint starts | 8 marks |
| Task 10 | Sprinting performance | 7 marks |
| Task 11 | Demonstration of sportsmanship | 5 marks |
Learners will be continuously assessed in these areas, with their scores recorded accordingly.
Teacher’s Role in the Assessment – (SBA) Creative Arts Project
To ensure an efficient and safe assessment, teachers are required to guide learners to a designated track or field where the task will be performed. The safety of all participants must be prioritized throughout the process.
Teachers should organize learners into appropriate groups or allow individual assessments while ensuring that all participants complete adequate warm-up exercises before attempting the sprint start.
A clearly marked starting line should be established, and learners should be scored individually using a provided checklist. Special consideration must be given to learners with disabilities, ensuring they receive necessary guidance or assistance from peers, teachers, or authorized personnel.
Evaluating the Elongated Sprint Start Technique
The assessment of the elongated sprint start focuses on specific skills, each contributing to the total performance score. Learners are evaluated based on their response to sprint start commands:
| Skill | Assessment Criteria | Marks |
|---|---|---|
| On Your Mark Command | Crouching position maintained | 1 |
| Hands placed behind the starting line, shoulder-width apart | 1 | |
| Toes of the leading leg positioned just behind the starting line | 1 | |
| Rear leg’s knee placed behind the leading leg’s heel | 1 | |
| Set Command | Hips raised slightly above the shoulders with a straight back | 1 |
| Eyes focused just ahead of the start line | 1 | |
| Go Command | Powerful push-off from the front leg for immediate forward movement | 1 |
| Core Competency – Learning to Learn | Demonstration of resilience, self-awareness, motivation, and positive attitude | 1 |
| Total Marks | 8 |
Assessing Sprinting Competency
In addition to the sprint start, learners are evaluated on sprinting techniques, focusing on aspects such as acceleration, body alignment, and speed maintenance. Each criterion contributes to the overall assessment score.
| Skill | Assessment Criteria | Marks |
| Acceleration | Arms swing forcefully in coordination with the legs | 1 |
| Leg Action | Initial strides are short and powerful, with increasing length as speed builds | 1 |
| Arm Action | Elbows bent at 90 degrees with efficient arm movement | 1 |
| Body Alignment | Forward lean of approximately 45 degrees to enhance propulsion | 1 |
| Focus | Head remains relaxed with eyes looking ahead | 1 |
| Speed Maintenance | Upright posture sustained, maintaining rhythm at top speed | 1 |
| Integrity | Adherence to rules, honesty, and compliance with instructions | 1 |
| Total Marks | 7 |
Sportsmanship in Sprinting
A crucial aspect of the assessment is the evaluation of sportsmanship, ensuring that learners demonstrate positive attitudes and ethical conduct during the sprinting activities. Learners are assessed based on their commitment, fairness, teamwork, responsibility, and safety awareness.
| Skill | Assessment Criteria | Marks |
| Positive Attitude & Commitment | Displays enthusiasm and effort despite challenges | 1 |
| Fair Play & Honesty | Follows rules, acknowledges mistakes, and avoids unfair advantages | 1 |
| Teamwork & Cooperation | Encourages and supports teammates, communicates effectively | 1 |
| Responsibility | Accepts accountability for actions and sets a good example | 1 |
| Safety Awareness | Maintains own lane, avoids obstruction, and ensures safe running space | 1 |
| Total Marks | 5 |
PART I: ART AND CRAFT – SCORING RUBRIC FOR PERCUSSION INSTRUMENT HOLDER OR BRACELET USING MACRAMÉ OVERHAND KNOT
| CRITERIA | EXCEEDING EXPECTATION (4) | MEETING EXPECTATION (3) | APPROACHING EXPECTATION (2) | BELOW EXPECTATION (1) |
|---|---|---|---|---|
| Execution Skill | Correct knot, evenly spaced, uniform length, and securely tied | Correct knot, mostly even length with minor inconsistencies | Correct knot, uneven length, and/or loose knots | Incorrect knots, inconsistent lengths, or insecure knots |
| Marks | 7-8 marks | 5-6 marks | 3-4 marks | 2-1 marks |
| Colour Use | Two contrasting colors forming a pattern, balanced combination | Two colors used with visible pattern and balance | Some contrast, inconsistent pattern, minor imbalance | No balance, uneven color use |
| Marks | 4 marks | 3 marks | 2 marks | 1 mark |
| Functionality | Holder securely holds instrument or bracelet fits and stays in place | Slightly loose holder or bracelet needing minor adjustment | Unstable holder or bracelet that does not stay in place | Holder is nonfunctional, or bracelet falls apart |
| Marks | 4 marks | 3 marks | 2 marks | 1 mark |
| Craftsmanship | Neat with attention to detail, no frayed ends or loose knots | Neat work with no frayed ends or loose knots | Some fraying or loose ends visible | Visible frayed ends and loose knots |
| Marks | 4 marks | 3 marks | 2 marks | 1 mark |
Range of Scores
| Score Range | Performance Level |
|---|---|
| 16 – 20 marks | Exceeding Expectation (4) |
| 11 – 15 marks | Meeting Expectation (3) |
| 06 – 10 marks | Approaching Expectation (2) |
| 00 – 05 marks | Below Expectation (1) |
PART II: SCORING RUBRIC FOR MUSIC
Range of Scores
| Score Range | Performance Level |
|---|---|
| 16 – 20 marks | Exceeding Expectation (4) |
| 11 – 15 marks | Meeting Expectation (3) |
| 06 – 10 marks | Approaching Expectation (2) |
| 00 – 05 marks | Below Expectation (1) |
| CRITERIA | EXCEEDING EXPECTATION (4) | MEETING EXPECTATION (3) | APPROACHING EXPECTATION (2) | BELOW EXPECTATION (1) |
|---|---|---|---|---|
| Accuracy of Pitch & Rhythm | Confidently sings with accurate pitch and rhythm throughout | Sings accurately in pitch and rhythm | Some inaccuracies in pitch or rhythm | Significant inaccuracies in pitch and rhythm |
| Marks | 7-8 marks | 5-6 marks | 3-4 marks | 2-1 marks |
| Articulation of Words | Clearly pronounced words with expressive tone throughout | Clear pronunciation throughout | Some unclear words | Unclear pronunciation throughout |
| Marks | 4 marks | 3 marks | 2 marks | 1 mark |
| Use of Gestures & Expressions | Artistically uses gestures and expressions to portray meaning | Suitable gestures and expressions effectively convey the song’s meaning | Some gestures and expressions with a few inadequacies | Inappropriate or absent gestures and expressions |
| Marks | 4 marks | 3 marks | 2 marks | 1 mark |
| Accompaniment with Percussion | Uses various percussion instruments and rhythmic patterns accurately | Uses appropriate percussion instruments effectively | Some inconsistencies in percussion use | Frequent inconsistencies in maintaining a steady beat |
| Marks | 4 marks | 3 marks | 2 marks | 1 mark |
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PART III: SCORING RUBRIC FOR PHYSICAL AND HEALTH EDUCATION
Score Range and Performance Level
| Score Range | Performance Level |
|---|---|
| 45 – 60 marks | Exceeding Expectation (4) |
| 30 – 44 marks | Meeting Expectation (3) |
| 15 – 29 marks | Approaching Expectation (2) |
| 00 – 14 marks | Below Expectation (1) |
KNEC: Grade 4 School Based Assessment (SBA) Creative Arts Project
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