Abstract:

To be relevant in the global economy, the Nigerian National Policy on Education (NPE) stipulates, among other objectives, the aquisition of appropriate lifelong skills, abilities and competence by learners. For the achievement of this objective, teacher-quality variables, not just in pedagogy but more importantly in learning assessment is very crucial. Against this background, the researchers focused on finding out how some pyschosocial factors impinge on teachers' competency in both Assesment For Learning (AFL) as well as Assesment Of Learning (AOL). This survey on the assessment competence involved 872 secondary school teachers selected through stratified random sampling technique in 33 schools in Akwa Ibom State of Nigeria. Data was collected through anaysis of assessment instruments developed by such teachers, as well as a questionnaire on areas of learning assessment where they encountered difficulties. The implications of the findings of the study on students' retention and dropout rates are also highlighted. Among other recommendations, is the need to regularly update teachers' skill in learning assessment.

Keywords:

Teachers' competency, psychosocial factors, assessment of learning, assessment for learning, barrier to learning.