Abstract

The successful implementation of Competency-Based Assessment (CBA) in secondary schools depends largely on teachers’ knowledge, capacity, and readiness to design and administer competency-driven tasks. This study examined teachers’ capacity and readiness for implementing CBA in secondary schools in Taraba State, Nigeria, using a descriptive survey design. Data were collected from 1,100 teachers and analyzed using descriptive statistics and two-way ANOVA at the 0.05 level of significance. Results revealed a moderate overall level of knowledge of CBA principles (M = 3.77, SD = 1.09), with rural teachers (M = 4.03) demonstrating higher mean scores than urban teachers (M = 3.41). There was a statistically significant main effect of teachers’ qualification, F(3, 1093) = 19.18, p < .001, η² = 0.05, and school location, F(1, 1093) = 49.61, p < .001, η² = 0.04, on knowledge of CBA. Similarly, significant differences were observed in perceived challenges of designing CBA tasks, F(6, 1093) = 29.44, p < 0.00, R² = 0.14. Readiness for implementation also differed significantly by qualification and location, F(6, 1093) = 36.33, p < 0.00, R² = .166, with rural teachers reporting higher readiness (M = 4.22) than urban teachers (M = 3.55). The findings indicate that teacher qualification and school location significantly influence CBA implementation. The study recommends targeted professional development, particularly for urban schools, and strengthened institutional support to enhance effective CBA implementation