Promoting history subject skills through competency-based assessment in Tanzania rural secondary schools: Teachers’ understanding and practices

History subject promotes vast competencies desired in the 21st-century education. However, a paucity of understanding exists on how competencies are fostered using the study of the past. This study examined history teachers' understanding and use of assessment in promoting history subject skills in Tanzania secondary schools. Data were collected using semi-structured interviews with history teachers, a review of teachers' lesson plans and students' assignments, and analysed using content analysis procedures. The findings revealed teachers' limited understanding of the assessment approaches, which are currently emphasized in the history subject. Thus, teachers' knowledge and application of assessment methods may not effectively promote the desired teaching and learning of history subject skills. Respective education authorities should devise capacity-building strategies for improving history teachers' understanding of the current assessment approaches and their applications for better students’ learning outcomes. © 2024 The Author