Dissertation (MA Education)This study explored the impact of competence-based assessment practices in enhancing learning in secondary schools in Tanzania. The purpose of this study was to investigate the role of competence-based assessment practices in enhancing learning in secondary schools in Morogoro Municipality. The ongoing debates on competence-based assessment practice with a connection to students' mass failure triggered this study. The study was informed by a mastery learning theory and constructivism learning theory and used a mixed method research approach. A case study design was used with various instruments including semi-structured interview, questionnaires, observation and documentary review to collect data relating to research objectives. Total of 63 respondents were involved. Data analysis was done by a statistical measure of percentile using SPSS software 16 for quantitative data and they were presented in figures, tables as well as narratives. Qualitative data were coded and through tallying. The study revealed that although competence-based assessment proposes six main techniques in assessing learning such as test and quizzes, questions and answers, investigations, portfolio and peer assessment. Teachers showed less competencies in implementing competence based assessment. Specifically, the study identified the common competence-based assessment tools applied in assessing learning in four secondary schools in Morogoro Municipality. These assessment practices mainly measured memorized facts and provided very little information (in form of grades/scores) on how to improve instructions and learning in schools. This study revealed areas of need regarding assessment practices. The study recommends the training and development of assessment guidelines procedures to assess attained skills as stipulated in competence-based assessment.