Teacher Competence in Assessment for Learning and Student Performance in Secondary Schools in Niger State

This study examines the relationship between teacher competence in assessment for learning and student academic performance in secondary schools in Niger State, North Central Nigeria. Assessment for learning, which prioritises formative feedback, student self-assessment, and instructional adjustment over summative grading, is widely advocated as an evidence-based approach to improving student outcomes, yet its application by teachers in Niger State remains inconsistent. The study employs a cross-sectional survey and ex-post facto design, drawing a sample of 380 secondary school teachers and their students from 16 schools in Minna, Kontagora, and Bida local government areas. Data were collected using a Teacher Assessment for Learning Competence Scale and students' examination scores in core subjects. Hierarchical regression analysis was applied, with school-level variables entered as controls in the first step. The study draws on Black and Wiliam's Formative Assessment Theory and Shulman's Pedagogical Content Knowledge Framework. Findings are expected to reveal that teacher competence in learning-focused feedback and self-assessment facilitation are the strongest predictors of student performance outcomes. The study also examines whether assessment for learning competence varies systematically by teacher qualification level and subject area. Recommendations target the Niger State Ministry of Education and teacher education institutions on integrating assessment for learning modules into teacher preparation curricula and establishing professional development programmes in formative assessment for in-service teachers. Keywords: assessment for learning, teacher competence, student performance, Niger State, formative assessment