Institutional pathways for the use of foundational learning assessment evidence in Kenya

Abstract

Foundational learning assessments generate evidence for education policy and practice, yet their availability does not establish their use. This article examines how institutional arrangements shape the mobilisation and utilisation of assessment evidence in Kenya, with particular attention to institutional response. It compares three differently positioned systems: the state-led National Assessment System for Monitoring Learner Achievement (NASMLA), the citizen-led Uwezo assessment and the Foundational Literacy and Numeracy Assessment (FLANA). Guided by Weiss's research utilisation theory, the study used a documentary-led qualitative multiple-case design drawing on 61 documentary sources and six key-informant interviews documented through expanded field notes. Within-case and cross-case analysis distinguished mobilisation from conceptual/diagnostic, agenda-setting, procedural and instrumental utilisation, and from subsequent response. NASMLA showed the clearest documented procedural and selected instrumental pathways through government planning and programme structures. Uwezo's strongest documented contribution was conceptual and agenda-setting, supported by household engagement and public communication. FLANA provided wider diagnostic evidence on learning conditions and contributed principally to conceptual and agenda-setting use; its downstream instrumental pathways were less well documented. Across the cases, the evidentiary trail became less complete between utilisation and subsequent response, implementation and feedback. Response ownership emerged as an important institutional link: evidence can enter decision processes without a clear route to an actor with responsibility, authority and implementation support to act. The findings favour connecting complementary assessment systems to identifiable decisions, institutional responsibilities and feedback without equating visibility or citation with demonstrated impact.