Assessment as a process of determining the extent to which teaching and learning objectives have been achieved, is popular and used by teachers at different levels. However, the adoption of new approaches in teaching and learning such as learner centered...
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Assessment as a process of determining the extent to which teaching and learning objectives have been achieved, is popular and used by teachers at different levels. However, the adoption of new approaches in teaching and learning such as learner centered approach based on social constructivism, possess a big challenge to teachers to align assessment practices with the theory. Many teachers belief that assessment is solely dictated by the teacher and the learner has nothing contribute in the process of setting and the administration of assessments. The theory of constructivism emphasizes on the role of learner in both learning and assessment procedures and the need for authentic assessment which incorporates diversity of objectives from both cognitive psychomotor and affective domains. This study focused on the assessment practices in secondary schools in Kilimanjaro and to determine how they align with the learner centered approaches. This study also assessed the attitudes of teachers
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