Teachers’ Competence in The Educational Assessment of Students in A Competence Based Education in Amhara Region, Ethiopia: The Case of TVET Teachers and Assessors

Abstract

Abstract This study investigates the assessment literacy, perceived practice, and observed practice of CBA practices among TVET teachers and assessors in private TVET colleges in South Gonder Zone, Ethiopia. The participants included 49 teachers and 14 assessors. Data collection utilized a modified four-option multiple-choice test, the Teacher Assessment Competency Inventory Questionnaire, a five-point Likert scale for perceived and observed practices, a semi-structured observation checklist, and interviews. Descriptive analysis, including mean scores, standard deviation, one-sample t-test, and proportions (%), was employed to analyze the data. Pearson correlation test was used to explore relationships between teacher assessment test scores, observed practices, and perceived practices. Findings revealed that private TVET teachers in the Amhara National Regional State lacked competence in assessing students' competence, falling short of overall and specific standards in both the assessment competence test and real classroom practice. Despite this, teachers modestly perceived their assessment practices across competency domains. Consequently, there were significant differences between teachers' actual competence and practice in educational assessments and their self-perceived practice. Qualitative approaches, employing theme analysis of assessment practice from semi-structured observations and interviews, highlighted poor performance among teachers on most assessment criteria. A small percentage demonstrated competence in specific concepts. Overall, the majority of teachers exhibited low levels of assessment literacy, suggesting a need for professional support in educational assessment approaches to enhance competence among TVET teachers.