This study assessed the competency of private TVET teachers in educational assessment within the Amara Region. mixed-methods approach included self-assessed surveys, a knowledge test on assessment, classroom observations involving 175 teachers and 14 assessors, and follow-up interviews with 5 teachers, 4 assessors, 5 students, 2 deans, and 1 assessment center coordinator. The Teacher 35 Assessment Competency Inventory Questionnaire, a modified four-option multiple-choice exam, 49 structured observation checklist, and 35 perceived practice five-point rating Likert scale question, and interview were used to collect the data. Descriptive analysis was done and reported using proportion, mean and standard deviation. One-sample t test and Pearson's correlation statistics were used for inference. Moreover, theme and content analysis were applied for qualitative study. Findings revealed that private TVET teachers in the Amhara region lacked verified competence in assessing student learning performance, failing to meet overall standards and specific assessment criteria. Despite this, teachers generally reported modest self-perceived practice across seven competency domains. Significant differences were noted between teachers with lower assessed competence and those with moderate self-perceived practice. The majority of teachers demonstrated poor performance on assessment criteria, highlighting low levels of assessment literacy. Professional support is essential to enhance teachers' competence in educational assessment practices.
Amare Sahile Abebe (Sat,) studied this question.